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Punishment renders autonomy of conscience 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
Autonomy
Punishment
Conscience
Impossible
Renders

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The more we try to improve our schools, the heavier the teaching task becomes and the better our teaching methods the more difficult they are to apply.
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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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We learn more when we are compelled to invent.
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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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Scientific knowledge is in perpetual evolution it finds itself changed from one day to the next.
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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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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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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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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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Intelligence is what you use when you don't know what to do.
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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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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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Only education is capable of saving our societies from possible collapse, whether violent, or gradual.
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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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If mutual respect does derive from unilateral respect, it does so by opposition.
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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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Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality.
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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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The most developed science remains a continual becoming
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