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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.

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
Time
Discovered
Kept
Completely
Teach
Child
Prematurely
Understanding
Consequently
Children
Inventing
Something
Teaches

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What we see changes what we know. What we know changes what we see.
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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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Intelligence is what you use when you don't know what to do.
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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 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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Play is the work of childhood.
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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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If mutual respect does derive from unilateral respect, it does so by opposition.
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Only education is capable of saving our societies from possible collapse, whether violent, or gradual.
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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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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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Experience precedes understanding.
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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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Play is the answer to how anything new comes about.
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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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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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Everytime we teach a child something, we prevent him from inventing it himself.
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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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Reflective abstraction, however, is based not on individual actions but on coordinated actions.
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