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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
Possible
Whether
Gradual
Societies
Collapse
Saving
Violent
Capable
Education

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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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What we see changes what we know. What we know changes what we see.
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Reflective abstraction, however, is based not on individual actions but on coordinated actions.
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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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Accommodation of mental structures to reality implies the existence of assimilatory schemata apart from which any structure would be impossible.
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Everytime we teach a child something, we prevent him from inventing it himself.
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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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Play is the answer to how anything new comes about.
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Scientific knowledge is in perpetual evolution it finds itself changed from one day to the next.
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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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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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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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If mutual respect does derive from unilateral respect, it does so by opposition.
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The most developed science remains a continual becoming
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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 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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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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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 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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