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When you teach a child something you take away forever his chance of discovering it for himself.

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
Chance
Inspirational
Away
Discovering
Take
Educational
Children
Learning
Something
Teach
Forever
Child

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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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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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We learn more when we are compelled to invent.
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Punishment renders autonomy of conscience impossible.
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The most developed science remains a continual becoming
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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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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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If mutual respect does derive from unilateral respect, it does so by opposition.
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Experience precedes understanding.
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Play is the work of childhood.
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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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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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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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Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality.
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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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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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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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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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Reflective abstraction, however, is based not on individual actions but on coordinated actions.
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