Jean Piaget Quotes

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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.

In other words, knowledge of the external world begins with an immediate utilisation of things, whereas knowledge of self is stopped by this purely practical and utilitarian contact.

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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.

I always like to think on a problem before reading about it.

I engage my subjects in conversation, patterned after psychiatric questioning, with the aim of discovering something about the reasoning underlying their right but especially their wrong answers.

To reason logically is so to link one's propositions that each should contain the reason for the one succeeding it, and should itself be demonstrated by the one preceding it. Or at any rate, whatever the order adopted in the...

The practice of narrative and argument does not lead to invention, but it compels a certain coherence of thought.

Everyone knows that at the age of 11-12, children have a marked impulse to form themselves into groups and that the respect paid to the rules and regulations of their play constitutes an important feature of this social life.

Logical activity is not the whole of intelligence. One can be intelligent without being particularly logical.

The main functions of intelligence, that of inventing solutions and that of verifying them, do not necessarily involve one another. The first partakes of imagination; the second alone is properly logical.

One of the most striking things one finds about the child under 7-8 is his extreme assurance on all subjects.

Logical reasoning is an argument which we have with ourselves and which reproduces internally the features of a real argument.

The child often sees only what he already knows. He projects the whole of his verbal thought into things. He sees mountains as built by men, rivers as dug out with spades, the sun and moon as following us on...

Children's games constitute the most admirable social institutions. The game of marbles, for instance, as played by boys, contains an extremely complex system of rules - that is to say, a code of laws, a jurisprudence of its own.

All morality consists in a system of rules, and the essence of all morality is to be sought for in the respect which the individual acquires for these rules.

Before playing with his equals, the child is influenced by his parents. He is subjected from his cradle to a multiplicity of regulations, and even before language he becomes conscious of certain obligations.

Egocentrism appears to us as a form of behavior intermediate between purely individual and socialized behavior.

With regard to moral rules, the child submits more or less completely in intention to the rules laid down for him, but these, remaining, as it were, external to the subject's conscience, do not really transform his conduct.

During the first few months of an infant's life, its manner of taking the breast, of laying its head on the pillow, etc., becomes crystallized into imperative habits. This is why education must begin in the cradle.

To accustom the infant to get out of its own difficulties or to calm it by rocking it may be to lay the foundations of a good or of a bad disposition.

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