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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.

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
Follow
Child
Interesting
Find
Children
Mind
Adult
Something
Adults
Minds

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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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Moral autonomy appears when the mind regards as necessary an ideal that is independent of all external pressures.
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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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Only education is capable of saving our societies from possible collapse, whether violent, or gradual.
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The most developed science remains a continual becoming
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We learn more when we are compelled to invent.
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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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Accommodation of mental structures to reality implies the existence of assimilatory schemata apart from which any structure would be impossible.
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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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This means that no single logic is strong enough to support the total construction of human knowledge.
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If mutual respect does derive from unilateral respect, it does so by opposition.
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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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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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Intelligence is what you use when you don't know what to do.
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Punishment renders autonomy of conscience impossible.
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Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality.
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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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To express the same idea in still another way, I think that human knowledge is essentially active.
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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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