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Accommodation of mental structures to reality implies the existence of assimilatory schemata apart from which any structure would be impossible.

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
Structure
Impossible
Existence
Accommodation
Reality
Accommodations
Would
Implies
Structures
Apart
Mental

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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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Only education is capable of saving our societies from possible collapse, whether violent, or gradual.
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Teaching means creating situations where structures can be discovered.
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To express the same idea in still another way, I think that human knowledge is essentially active.
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Play is the work of childhood.
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Intelligence is what you use when you don't know what to do.
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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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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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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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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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When you teach a child something you take away forever his chance of discovering it for himself.
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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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Scientific knowledge is in perpetual evolution it finds itself changed from one day to the next.
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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 we see changes what we know. What we know changes what we see.
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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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Play is the answer to how anything new comes about.
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It is with children that we have the best chance of studying the development of logical knowledge, mathematical knowledge, physical knowledge, and so forth.
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Everytime we teach a child something, we prevent him from inventing it himself.
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We learn more when we are compelled to invent.
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