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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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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
Think
Idea
Thinking
Another
Stills
Still
Ideas
Essentially
Human
Express
Humans
Active
Way
Knowledge

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I could not think without writing.
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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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Only education is capable of saving our societies from possible collapse, whether violent, or gradual.
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The most developed science remains a continual becoming
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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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Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality.
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Intelligence is what you use when you don't know what to do.
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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 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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Reflective abstraction, however, is based not on individual actions but on coordinated actions.
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Everytime we teach a child something, we prevent him from inventing it 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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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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Experience precedes understanding.
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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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Accommodation of mental structures to reality implies the existence of assimilatory schemata apart from which any structure would be 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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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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Moral autonomy appears when the mind regards as necessary an ideal that is independent of all external pressures.
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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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