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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
Instead
Avoided
Becomes
Searching
Problem
Invites
Gaps
Schemas
Smaller
Constituting
Familiar
Differentiated
Subject
Annoyance
Subjects
Novelty

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It was while teaching philosophy that I saw how easily one can say ... what one wants to say. ... In fact, I became particularly aware if the dangers of speculation ... It's so much easier than digging out the facts. You sit in your office and build a system. But with my training in biology, I felt this kind of undertaking precarious.
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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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Intelligence is what you use when you don't know what to do.
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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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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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Experience precedes understanding.
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Punishment renders autonomy of conscience impossible.
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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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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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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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Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality.
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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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During the earliest stages of thought, accommodation remains on the surface of physical as well as social experience.
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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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I could not think without writing.
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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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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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Teaching means creating situations where structures can be discovered.
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