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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.

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
Teaching
Heavier
Becomes
Methods
Difficult
Apply
School
Improve
Better
Schools
Trying
Task
Tasks
Method

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Scientific knowledge is in perpetual evolution it finds itself changed from one day to the next.
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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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Everytime we teach a child something, we prevent him from inventing it himself.
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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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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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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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If mutual respect does derive from unilateral respect, it does so by opposition.
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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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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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Play is the work of childhood.
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Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality.
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Reflective abstraction, however, is based not on individual actions but on coordinated actions.
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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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When you teach a child something you take away forever his chance of discovering it for himself.
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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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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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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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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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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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Play is the answer to how anything new comes about.
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