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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
Mind
Appears
Ideal
Ideals
Independent
Regard
Pressures
Pressure
Regards
Necessary
Autonomy
Moral
External
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The most developed science remains a continual becoming
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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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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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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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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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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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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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I could not think without writing.
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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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This means that no single logic is strong enough to support the total construction of human knowledge.
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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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During the earliest stages of thought, accommodation remains on the surface of physical as well as social experience.
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If mutual respect does derive from unilateral respect, it does so by opposition.
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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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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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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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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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We learn more when we are compelled to invent.
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Teaching means creating situations where structures can be discovered.
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