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

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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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What we see changes what we know. What we know changes what we see.
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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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Play is the answer to how anything new comes about.
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Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality.
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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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We learn more when we are compelled to invent.
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Only education is capable of saving our societies from possible collapse, whether violent, or gradual.
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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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Play is the work of childhood.
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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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The most developed science remains a continual becoming
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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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I could not think without writing.
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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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Punishment renders autonomy of conscience impossible.
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Experience precedes understanding.
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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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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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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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