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The most developed science remains a continual becoming

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
Remains
Becoming
Science
Continual
Developed

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What we see changes what we know. What we know changes what we see.
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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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Experience precedes understanding.
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Punishment renders autonomy of conscience impossible.
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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 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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To express the same idea in still another way, I think that human knowledge is essentially active.
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Play is the answer to how anything new comes about.
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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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If mutual respect does derive from unilateral respect, it does so by opposition.
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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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I could not think without writing.
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We learn more when we are compelled to invent.
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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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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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Everytime we teach a child something, we prevent him from inventing it 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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This means that no single logic is strong enough to support the total construction of human knowledge.
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Teaching means creating situations where structures can be discovered.
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