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

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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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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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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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Play is the work of childhood.
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Teaching means creating situations where structures can be discovered.
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Play is the answer to how anything new comes about.
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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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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 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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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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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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Everytime we teach a child something, we prevent him from inventing it himself.
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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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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.
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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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This means that no single logic is strong enough to support the total construction of human knowledge.
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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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Punishment renders autonomy of conscience impossible.
Jean Piaget