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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

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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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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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When you teach a child something you take away forever his chance of discovering it for himself.
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Intelligence is what you use when you don't know what to do.
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Everytime we teach a child something, we prevent him from inventing it himself.
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The most developed science remains a continual becoming
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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 work of childhood.
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What we see changes what we know. What we know changes what we see.
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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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Only education is capable of saving our societies from possible collapse, whether violent, or gradual.
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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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Play is the answer to how anything new comes about.
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Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality.
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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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Moral autonomy appears when the mind regards as necessary an ideal that is independent of all external pressures.
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We learn more when we are compelled to invent.
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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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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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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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