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

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Only education is capable of saving our societies from possible collapse, whether violent, or gradual.
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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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This means that no single logic is strong enough to support the total construction of human knowledge.
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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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The most developed science remains a continual becoming
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Punishment renders autonomy of conscience impossible.
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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 work of childhood.
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Play is the answer to how anything new comes about.
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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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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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Experience precedes understanding.
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We learn more when we are compelled to invent.
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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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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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If mutual respect does derive from unilateral respect, it does so by opposition.
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Everytime we teach a child something, we prevent him from inventing it himself.
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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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To express the same idea in still another way, I think that human knowledge is essentially active.
Jean Piaget
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When you teach a child something you take away forever his chance of discovering it for himself.
Jean Piaget