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

More quotes by Jean Piaget

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We learn more when we are compelled to invent.
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Reflective abstraction, however, is based not on individual actions but on coordinated actions.
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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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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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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 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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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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Teaching means creating situations where structures can be discovered.
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Only education is capable of saving our societies from possible collapse, whether violent, or gradual.
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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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If mutual respect does derive from unilateral respect, it does so by opposition.
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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 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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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.
Jean Piaget
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What we see changes what we know. What we know changes what we see.
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Play is the answer to how anything new comes about.
Jean Piaget
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Punishment renders autonomy of conscience impossible.
Jean Piaget
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Moral autonomy appears when the mind regards as necessary an ideal that is independent of all external pressures.
Jean Piaget
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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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How can we, with our adult minds, know what will be interesting? If you follow the child...you can find out something new.
Jean Piaget