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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
Way
Knowledge
Think
Idea
Thinking
Another
Stills
Still
Ideas
Essentially
Human
Express
Humans
Active
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Punishment renders autonomy of conscience impossible.
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Intelligence is what you use when you don't know what to do.
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Teaching means creating situations where structures can be discovered.
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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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During the earliest stages of thought, accommodation remains on the surface of physical as well as social experience.
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Reflective abstraction, however, is based not on individual actions but on coordinated actions.
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We learn more when we are compelled to invent.
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Only education is capable of saving our societies from possible collapse, whether violent, or gradual.
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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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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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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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This means that no single logic is strong enough to support the total construction of human knowledge.
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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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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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What we see changes what we know. What we know changes what we see.
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The most developed science remains a continual becoming
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Everytime we teach a child something, we prevent him from inventing it himself.
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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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When you teach a child something you take away forever his chance of discovering it for himself.
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