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Scientific knowledge is in perpetual evolution it finds itself changed from one day to the next.

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
Knowledge
Inspirational
Next
Perpetual
Finds
Educational
Scientific
Evolution
Changed

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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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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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If mutual respect does derive from unilateral respect, it does so by opposition.
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Punishment renders autonomy of conscience impossible.
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Experience precedes understanding.
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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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To express the same idea in still another way, I think that human knowledge is essentially active.
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Only education is capable of saving our societies from possible collapse, whether violent, or gradual.
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Play is the work of childhood.
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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 most developed science remains a continual becoming
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We learn more when we are compelled to invent.
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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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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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Intelligence is what you use when you don't know what to do.
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Teaching means creating situations where structures can be discovered.
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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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What we see changes what we know. What we know changes what we see.
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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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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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