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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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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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Everytime we teach a child something, we prevent him from inventing it himself.
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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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Punishment renders autonomy of conscience impossible.
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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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Intelligence is what you use when you don't know what to do.
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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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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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During the earliest stages of thought, accommodation remains on the surface of physical as well as social experience.
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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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Play is the work of childhood.
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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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Reflective abstraction, however, is based not on individual actions but on coordinated actions.
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What we see changes what we know. What we know changes what we see.
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Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality.
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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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Accommodation of mental structures to reality implies the existence of assimilatory schemata apart from which any structure would be impossible.
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