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Only education is capable of saving our societies from possible collapse, whether violent, or gradual.

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
Capable
Education
Possible
Whether
Gradual
Societies
Collapse
Saving
Violent

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The most developed science remains a continual becoming
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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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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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To express the same idea in still another way, I think that human knowledge is essentially active.
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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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Intelligence is what you use when you don't know what to do.
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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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Reflective abstraction, however, is based not on individual actions but on coordinated actions.
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Scientific knowledge is in perpetual evolution it finds itself changed from one day to the next.
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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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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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Everytime we teach a child something, we prevent him from inventing it himself.
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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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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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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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What we see changes what we know. What we know changes what we see.
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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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If mutual respect does derive from unilateral respect, it does so by opposition.
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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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