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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.

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
Different
Roots
Elementary
Including
Genetic
Levels
Propose
Since
Discovering
Knowledge
Variety
Next
Scientific
Proposes
Form
Forms
Epistemology
Also
Following
Varieties

More quotes by Jean Piaget

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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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I could not think without writing.
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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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We learn more when we are compelled to invent.
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Experience precedes understanding.
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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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When you teach a child something you take away forever his chance of discovering it for himself.
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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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The most developed science remains a continual becoming
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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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Teaching means creating situations where structures can be discovered.
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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 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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What we see changes what we know. What we know changes what we see.
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Play is the work of childhood.
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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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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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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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