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

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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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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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To express the same idea in still another way, I think that human knowledge is essentially active.
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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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Punishment renders autonomy of conscience impossible.
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We learn more when we are compelled to invent.
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The most developed science remains a continual becoming
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Play is the answer to how anything new comes about.
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What we see changes what we know. What we know changes what we see.
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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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If mutual respect does derive from unilateral respect, it does so by opposition.
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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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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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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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Everytime we teach a child something, we prevent him from inventing it himself.
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Intelligence is what you use when you don't know what to do.
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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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Teaching means creating situations where structures can be discovered.
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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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Scientific knowledge is in perpetual evolution it finds itself changed from one day to the next.
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