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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
Societies
Collapse
Saving
Violent
Capable
Education
Possible
Whether
Gradual

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Experience precedes understanding.
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Play is the answer to how anything new comes about.
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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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I am convinced that there is no sort of boundary between the living and the mental or between the biological and the psychological. From the moment an organism takes account of a previous experience and adapts to a new situation, that very much resembles psychology.
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Everytime we teach a child something, we prevent him from inventing it 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.
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Teaching means creating situations where structures can be discovered.
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Intelligence is what you use when you don't know what to do.
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Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality.
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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 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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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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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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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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Punishment renders autonomy of conscience impossible.
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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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We learn more when we are compelled to invent.
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The most developed science remains a continual becoming
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