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During the earliest stages of thought, accommodation remains on the surface of physical as well as social experience.

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
Thought
Earliest
Wells
Stages
Well
Surface
Remains
Physical
Stage
Experience
Accommodation
Social
Accommodations

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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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Reflective abstraction, however, is based not on individual actions but on coordinated actions.
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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 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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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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Only education is capable of saving our societies from possible collapse, whether violent, or gradual.
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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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Play is the answer to how anything new comes about.
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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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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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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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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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