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

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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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Play is the work of childhood.
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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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Teaching means creating situations where structures can be discovered.
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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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Only education is capable of saving our societies from possible collapse, whether violent, or gradual.
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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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Reflective abstraction, however, is based not on individual actions but on coordinated actions.
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Intelligence is what you use when you don't know what to do.
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What we see changes what we know. What we know changes what we see.
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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 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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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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Chance... in the accommodation peculiar to sensorimotor intelligence, plays the same role as in scientific discovery. It is only useful to the genius and its revelations remain meaningless to the unskilled.
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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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This means that no single logic is strong enough to support the total construction of human knowledge.
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I could not think without writing.
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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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Play is the answer to how anything new comes about.
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Scientific knowledge is in perpetual evolution it finds itself changed from one day to the next.
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