Quote

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.

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
Child
Earliest
Action
Stages
Reality
Perceive
Children
Familiar
Things
Actions
Like
Subject
Subjects
Perceives
Stage
Unaware

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Experience precedes understanding.
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We learn more when we are compelled to invent.
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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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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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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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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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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 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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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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Teaching means creating situations where structures can be discovered.
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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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The most developed science remains a continual becoming
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Reflective abstraction, however, is based not on individual actions but on coordinated actions.
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Punishment renders autonomy of conscience impossible.
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Only education is capable of saving our societies from possible collapse, whether violent, or gradual.
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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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Everytime we teach a child something, we prevent him from inventing it 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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