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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
Becomes
Searching
Problem
Invites
Gaps
Schemas
Smaller
Constituting
Familiar
Differentiated
Subject
Annoyance
Subjects
Novelty
Instead
Avoided
More quotes by Jean Piaget
Logical positivists have never taken psychology into account in their epistemology, but they affirm that logical beings and mathematical beings are nothing but linguistic structures.
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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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Only education is capable of saving our societies from possible collapse, whether violent, or gradual.
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Scientific knowledge is in perpetual evolution it finds itself changed from one day to the next.
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Play is the answer to how anything new comes about.
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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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If mutual respect does derive from unilateral respect, it does so by opposition.
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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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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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To express the same idea in still another way, I think that human knowledge is essentially active.
Jean Piaget
This means that no single logic is strong enough to support the total construction of human knowledge.
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The most developed science remains a continual becoming
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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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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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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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I could not think without writing.
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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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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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When you teach a child something you take away forever his chance of discovering it for himself.
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Experience precedes understanding.
Jean Piaget