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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
Reflective
Abstraction
Actions
Based
However
Individual
Action
Coordinated

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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 most developed science remains a continual becoming
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What we see changes what we know. What we know changes what we see.
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The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.
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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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Moral autonomy appears when the mind regards as necessary an ideal that is independent of all external pressures.
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Scientific knowledge is in perpetual evolution it finds itself changed from one day to the next.
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During the earliest stages of thought, accommodation remains on the surface of physical as well as social experience.
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Everytime we teach a child something, we prevent him from inventing it himself.
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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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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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I could not think without writing.
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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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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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This means that no single logic is strong enough to support the total construction of human knowledge.
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When you teach a child something you take away forever his chance of discovering it for himself.
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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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Intelligence is what you use when you don't know what to do.
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To express the same idea in still another way, I think that human knowledge is essentially active.
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I am convinced that there is no sort of boundary between the living and the mental or between the biological and the psychological. From the moment an organism takes account of a previous experience and adapts to a new situation, that very much resembles psychology.
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