Jean Piaget Quotes
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For the fundamental fact of human psychology is that society, instead of remaining almost entirely inside the individual organism as in the case of animals prompted by their instincts, becomes crystallized almost entirely outside the individuals. In other words, social rules, as Durkheim has so powerfully shown, whether they be linguistic, moral, religious, or legal, etc., cannot be constituted, transmitted or preserved by means of an internal biological heredity, but only through the external pressure exercised by individuals upon each other.
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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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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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How much more precious is a little humanity than all the rules in the world.
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I could not think without writing.
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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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The principal goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done-men who are creative, inventive, and discovers. The second goal of education is to form minds which can be critical, can verify, and not accept everything they are offered.
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There is little mysticism without an element of transcendence, and conversely, there is no transcendence without a certain degree of egocentrism. It may be that the genesis of these experiences is to be sought in the unique situation of the very young child in relation to adults. The theory of the filial origin of the religious sense seems to us singularly convincing in this connection.
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Experience precedes understanding.
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The most developed science remains a continual becoming
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Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality.
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If a baby really has no awareness of himself and is totally thing-directed and at the same time all his states of mind are projected onto things, our second paradox makes sense: on the one hand, thought in babies can be viewed as pure accommodation or exploratory movements, but on the other this very same thought is only one, long, completely autistic waking dream.
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It is with children that we have the best chance of studying the development of logical knowledge, mathematical knowledge, physical knowledge, and so forth.
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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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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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The majority of parents are poor psychologists and give their children the most questionable moral trainings. It is perhaps in this domain that one realized most how keenly how immoral it can be to believe too much in morality, and how much more precious is a little humanity than all the rules in the world.
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If logic itself is created rather than being inborn, it follows that the first task of education is to form reasoning.
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We learn more when we are compelled to invent.
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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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How can we, with our adult minds, know what will be interesting? If you follow the child...you can find out something new.
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The essential functions of the mind consist in understanding and in inventing, in other words, in building up structures by structuring reality.
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Scientific knowledge is in perpetual evolution; it finds itself changed from one day to the next.
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As far as the game of marbles is concerned, there is therefore no contradiction between the egocentric practice of games and the mystical respect entertained for rules. This respect is the mark of a mentality fashioned, not by free cooperation between equals, but by adult constraint.
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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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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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Everytime we teach a child something, we prevent him from inventing it himself.
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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 higher.
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Children have real understanding only of that which they invent themselves, and each time that we try to teach them too quickly, we keep them from reinventing it themselves.
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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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Education, for most people, means trying to lead the child to resemble the typical adult of his society . . . but for me and no one else, education means making creators. . . . You have to make inventors, innovators...not conformists
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Related Authors
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Alfred Binet Psychologist -
Albert Bandura Psychologist -
Lawrence Kohlberg Psychologist -
Howard Gardner Psychologist -
John Dewey Philosopher -
Sigmund Freud Neurologist -
Ivan Pavlov Physiologist -
Erik Erikson Psychologist -
Urie Bronfenbrenner Psychologist -
Carl Rogers Psychologist -
B. F. Skinner Psychologist -
Jean-Paul Sartre Philosopher -
Noam Chomsky Linguist -
Carl Jung Psychiatrist -
Jerome Bruner Psychologist -
Maria Montessori Physician -
John B. Watson Psychologist -
John Bowlby Psychologist -
Lev S. Vygotsky Psychologist -
Abraham Maslow Psychologist