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Everytime we teach a child something, we prevent him from inventing it himself.

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
Child
Children
Something
Inventing
Prevent
Teach

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Scientific knowledge is in perpetual evolution it finds itself changed from one day to the next.
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Punishment renders autonomy of conscience impossible.
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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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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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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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The most developed science remains a continual becoming
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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.
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Play is the answer to how anything new comes about.
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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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Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality.
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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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During the earliest stages of thought, accommodation remains on the surface of physical as well as social experience.
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Intelligence is what you use when you don't know what to do.
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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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Teaching means creating situations where structures can be discovered.
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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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Reflective abstraction, however, is based not on individual actions but on coordinated actions.
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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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Accommodation of mental structures to reality implies the existence of assimilatory schemata apart from which any structure would be impossible.
Jean Piaget
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We learn more when we are compelled to invent.
Jean Piaget