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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
Structures
Apart
Mental
Structure
Impossible
Accommodation
Existence
Accommodations
Reality
Would
Implies

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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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What we see changes what we know. What we know changes what we see.
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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 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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Intelligence is what you use when you don't know what to do.
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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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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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Play is the work of childhood.
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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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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.
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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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Experience precedes understanding.
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We learn more when we are compelled to invent.
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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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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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Only education is capable of saving our societies from possible collapse, whether violent, or gradual.
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