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

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If mutual respect does derive from unilateral respect, it does so by opposition.
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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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We learn more when we are compelled to invent.
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Reflective abstraction, however, is based not on individual actions but on coordinated actions.
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Scientific knowledge is in perpetual evolution it finds itself changed from one day to the next.
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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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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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The most developed science remains a continual becoming
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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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Accommodation of mental structures to reality implies the existence of assimilatory schemata apart from which any structure would be impossible.
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What we see changes what we know. What we know changes what we see.
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It was while teaching philosophy that I saw how easily one can say ... what one wants to say. ... In fact, I became particularly aware if the dangers of speculation ... It's so much easier than digging out the facts. You sit in your office and build a system. But with my training in biology, I felt this kind of undertaking precarious.
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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 of thought, accommodation remains on the surface of physical as well as social experience.
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I could not think without writing.
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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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