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If mutual respect does derive from unilateral respect, it does so by opposition.
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
Unilateral
Derive
Mutual
Opposition
Respect
Doe
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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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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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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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The most developed science remains a continual becoming
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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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Everytime we teach a child something, we prevent him from inventing it himself.
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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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During the earliest stages of thought, accommodation remains on the surface of physical as well as social experience.
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Experience precedes understanding.
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Teaching means creating situations where structures can be discovered.
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Scientific knowledge is in perpetual evolution it finds itself changed from one day to the next.
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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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When you teach a child something you take away forever his chance of discovering it for himself.
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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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Reflective abstraction, however, is based not on individual actions but on coordinated actions.
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Play is the answer to how anything new comes about.
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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 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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Punishment renders autonomy of conscience impossible.
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