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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.

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
Pointed
Sorts
Disorder
Rather
Living
Order
Two
Thing
Geometric

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Everytime we teach a child something, we prevent him from inventing it himself.
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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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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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To express the same idea in still another way, I think that human knowledge is essentially active.
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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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What we see changes what we know. What we know changes what we see.
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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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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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Accommodation of mental structures to reality implies the existence of assimilatory schemata apart from which any structure would be impossible.
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Play is the answer to how anything new comes about.
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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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The most developed science remains a continual becoming
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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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When you teach a child something you take away forever his chance of discovering it for himself.
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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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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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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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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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Scientific knowledge is in perpetual evolution it finds itself changed from one day to the next.
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