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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?

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
Mind
Capable
Life
Already
Preschool
Learning
Forming
Creative
Innovative
Age
Throughout
Known
Develop
Children
Discovery
Trying
Minds

More quotes by Jean Piaget

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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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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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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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Scientific knowledge is in perpetual evolution it finds itself changed from one day to the next.
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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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Intelligence is what you use when you don't know what to do.
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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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We learn more when we are compelled to invent.
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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 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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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.
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Punishment renders autonomy of conscience impossible.
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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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Accommodation of mental structures to reality implies the existence of assimilatory schemata apart from which any structure would be impossible.
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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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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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If mutual respect does derive from unilateral respect, it does so by opposition.
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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.
Jean Piaget
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Everytime we teach a child something, we prevent him from inventing it himself.
Jean Piaget