Jean Piaget Quotes

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The goal of education is not to increase the amount of knowledge but to create the possibilities for a child to invent and discover, to create men who are capable of doing new things.

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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I have always detested any departure from reality, an attitude which I relate to my mother's poor mental health.

Scientific knowledge is in perpetual evolution; it finds itself changed from one day to the next.

Scientific thought, then, is not momentary; it is not a static instance; it is a process.

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.

Logic and mathematics are nothing but specialised linguistic structures.

This means that no single logic is strong enough to support the total construction of human knowledge.

Our problem, from the point of view of psychology and from the point of view of genetic epistemology, is to explain how the transition is made from a lower level of knowledge to a level that is judged to be...

It is with children that we have the best chance of studying the development of logical knowledge, mathematical knowledge, physical knowledge, and so forth.

To express the same idea in still another way, I think that human knowledge is essentially active.

Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality.

The first type of abstraction from objects I shall refer to as simple abstraction, but the second type I shall call reflective abstraction, using this term in a double sense.

On the one hand, there are individual actions such as throwing, pushing, touching, rubbing. It is these individual actions that give rise most of the time to abstraction from objects.

Reflective abstraction, however, is based not on individual actions but on coordinated actions.

In genetic epistemology, as in developmental psychology, too, there is never an absolute beginning.

From this time on, the universe is built up into an aggregate of permanent objects connected by causal relations that are independent of the subject and are placed in objective space and time.

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.

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.

Every acquisition of accommodation becomes material for assimilation, but assimilation always resists new accommodations.

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