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Reflective abstraction, however, is based not on individual actions but on coordinated actions.

Jean Piaget

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Jean Piaget
Age: 84 †
Born: 1896
Born: August 9
Died: 1980
Died: September 16
Biologist
Logician
Malacologist
Pedagogue
Philosopher
Psychologist
University Teacher
Zoologist
Neuchâtel
NE
Jean William Fritz Piaget
Actions
Based
However
Individual
Action
Coordinated
Reflective
Abstraction

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Chance... in the accommodation peculiar to sensorimotor intelligence, plays the same role as in scientific discovery. It is only useful to the genius and its revelations remain meaningless to the unskilled.
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What the genetic epistemology proposes is discovering the roots of the different varieties of knowledge, since its elementary forms, following to the next levels, including also the scientific knowledge.
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The self thus becomes aware of itself, at least in its practical action, and discovers itself as a cause among other causes and as an object subject to the same laws as other objects.
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Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality.
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Teaching means creating situations where structures can be discovered.
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Punishment renders autonomy of conscience impossible.
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Play is the work of childhood.
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Are we forming children who are only capable of learning what is already known? Or should we try to develop creative and innovative minds, capable of discovery from the preschool age on, throughout life?
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The more we try to improve our schools, the heavier the teaching task becomes and the better our teaching methods the more difficult they are to apply.
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Every time we teach a child something, we keep him from inventing it himself. On the other hand, that which we allow him to discover for himself will remain with him visible for the rest of his life.
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We learn more when we are compelled to invent.
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How can we, with our adult minds, know what will be interesting? If you follow the child...you can find out something new.
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The current state of knowledge is a moment in history, changing just as rapidly as the state of knowledge in the past has ever changed and, in many instances, more rapidly.
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If mutual respect does derive from unilateral respect, it does so by opposition.
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Each time one prematurely teaches a child something he could have discovered himself, that child is kept from inventing it and consequently from understanding it completely.
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Experience precedes understanding.
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Everytime we teach a child something, we prevent him from inventing it himself.
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This means that no single logic is strong enough to support the total construction of human knowledge.
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It is with children that we have the best chance of studying the development of logical knowledge, mathematical knowledge, physical knowledge, and so forth.
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The more the schemata are differentiated, the smaller the gap between the new and the familiar becomes, so that novelty, instead of constituting an annoyance avoided by the subject, becomes a problem and invites searching.
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