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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.

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
History
Current
Moments
Currents
Past
Instance
States
Changing
Ever
Changed
Many
State
Knowledge
Instances
Moment
Rapidly

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Scientific knowledge is in perpetual evolution it finds itself changed from one day to the next.
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Play is the answer to how anything new comes about.
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If mutual respect does derive from unilateral respect, it does so by opposition.
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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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This means that no single logic is strong enough to support the total construction of human 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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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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Accommodation of mental structures to reality implies the existence of assimilatory schemata apart from which any structure would be impossible.
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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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The most developed science remains a continual becoming
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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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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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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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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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Everytime we teach a child something, we prevent him from inventing it himself.
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Experience precedes understanding.
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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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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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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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Play is the work of childhood.
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