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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.
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
Subject
Annoyance
Subjects
Novelty
Avoided
Instead
Searching
Becomes
Invites
Problem
Gaps
Schemas
Smaller
Constituting
Familiar
Differentiated
More quotes by Jean Piaget
Moral autonomy appears when the mind regards as necessary an ideal that is independent of all external pressures.
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Play is the answer to how anything new comes about.
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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 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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This means that no single logic is strong enough to support the total construction of human knowledge.
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As you know, Bergson pointed out that there is no such thing as disorder but rather two sorts of order, geometric and living.
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Reflective abstraction, however, is based not on individual actions but on coordinated actions.
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We learn more when we are compelled to invent.
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What we see changes what we know. What we know changes what we see.
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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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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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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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To express the same idea in still another way, I think that human knowledge is essentially active.
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Experience precedes understanding.
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I could not think without writing.
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Accommodation of mental structures to reality implies the existence of assimilatory schemata apart from which any structure would be impossible.
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Everytime we teach a child something, we prevent him from inventing it himself.
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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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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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During the earliest stages the child perceives things like a solipsist who is unaware of himself as subject and is familiar only with his own actions.
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