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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
Renders
Autonomy
Punishment
Conscience
Impossible

More quotes by Jean Piaget

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We learn more when we are compelled to invent.
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The most developed science remains a continual becoming
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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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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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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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What we see changes what we know. What we know changes what we see.
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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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This means that no single logic is strong enough to support the total construction of human knowledge.
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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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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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Moral autonomy appears when the mind regards as necessary an ideal that is independent of all external pressures.
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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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Scientific knowledge is in perpetual evolution it finds itself changed from one day to the next.
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Intelligence is what you use when you don't know what to do.
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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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When you teach a child something you take away forever his chance of discovering it for himself.
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Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality.
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Only education is capable of saving our societies from possible collapse, whether violent, or gradual.
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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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