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

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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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Reflective abstraction, however, is based not on individual actions but on coordinated actions.
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We learn more when we are compelled to invent.
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Scientific knowledge is in perpetual evolution it finds itself changed from one day to the next.
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What we see changes what we know. What we know changes what we see.
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Play is the answer to how anything new comes about.
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The most developed science remains a continual becoming
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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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Moral autonomy appears when the mind regards as necessary an ideal that is independent of all external pressures.
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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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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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Intelligence is what you use when you don't know what to do.
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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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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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If mutual respect does derive from unilateral respect, it does so by opposition.
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Everytime we teach a child something, we prevent him from inventing it himself.
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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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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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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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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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