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Moral autonomy appears when the mind regards as necessary an ideal that is independent of all external pressures.

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
Pressure
Regards
Necessary
Autonomy
Moral
External
Mind
Appears
Ideal
Ideals
Independent
Regard
Pressures

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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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Teaching means creating situations where structures can be discovered.
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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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To express the same idea in still another way, I think that human knowledge is essentially active.
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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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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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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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Only education is capable of saving our societies from possible collapse, whether violent, or gradual.
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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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Play is the answer to how anything new comes about.
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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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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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If mutual respect does derive from unilateral respect, it does so by opposition.
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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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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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Play is the work of childhood.
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Scientific knowledge is in perpetual evolution it finds itself changed from one day to the next.
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Every time we teach a child something, we keep him from inventing it himself. On the other hand, that which we allow him to discover for himself will remain with him visible for the rest of his life.
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