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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.

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
Children
Allow
Every
Childhood
Something
Rest
Time
Hand
Life
Teach
Inventing
Child
Visible
Keep
Discover
Hands
Remain

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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What we see changes what we know. What we know changes what we see.
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Reflective abstraction, however, is based not on individual actions but on coordinated actions.
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Play is the work of childhood.
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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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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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This means that no single logic is strong enough to support the total construction of human knowledge.
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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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Punishment renders autonomy of conscience impossible.
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Only education is capable of saving our societies from possible collapse, whether violent, or gradual.
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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 could not think without writing.
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Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality.
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Play is the answer to how anything new comes about.
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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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We learn more when we are compelled to invent.
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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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Scientific knowledge is in perpetual evolution it finds itself changed from one day to the next.
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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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