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

More quotes by Jean Piaget

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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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Moral autonomy appears when the mind regards as necessary an ideal that is independent of all external pressures.
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Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality.
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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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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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It is with children that we have the best chance of studying the development of logical knowledge, mathematical knowledge, physical knowledge, and so forth.
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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 most developed science remains a continual becoming
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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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Reflective abstraction, however, is based not on individual actions but on coordinated actions.
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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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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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Accommodation of mental structures to reality implies the existence of assimilatory schemata apart from which any structure would be impossible.
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I could not think without writing.
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Only education is capable of saving our societies from possible collapse, whether violent, or gradual.
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Punishment renders autonomy of conscience impossible.
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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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When you teach a child something you take away forever his chance of discovering it for himself.
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Everytime we teach a child something, we prevent him from inventing it himself.
Jean Piaget