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50 phrases by Jean Piaget about childhood and education

50 phrases by Jean Piaget about childhood and education

Jean Piaget (1896-1980), was a scientist, psychologist and Swiss biologist, who worked many years in France, and has been considered the father of the genetic epistemology, famous for the Piaget's theory and his contributions to the study of childhood and for his constructivist theory of intelligence development. Discover here our fantastic compilation of the best Piaget phrases.

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Famous quotes by Jean Piaget

Everything a child is taught is prevented from inventing or discovering it.

If an individual is intellectually passive, he will not be morally free.

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

What we see changes what we know. What we know changes what we see.

It is with the children that we have the best opportunity to study the development of logical knowledge, mathematical knowledge, physical knowledge, among other things.

Knowledge, then, is a system of transformations that become progressively adequate.

Intelligence is what you use when you don't know what to do.

The behavior ends when the need is satisfied: the return to equilibrium is then characterized by a feeling of satisfaction.

If you want to be creative, stay partly as a child, with the creativity and inventiveness that characterizes children before being deformed by adult society.

Are we training children who are only able to learn what is already known? Or should we try to develop creative and innovative minds, capable of discovering from preschool age, throughout life?

When you teach a child something, you forever take away his opportunity to discover it for himself.

Teaching means creating situations where structures can be discovered.

The more we try to improve our schools, the heavier the teaching task becomes; and the better our teaching methods, the harder they will be to apply.

Balance is the deepest tendency of all human activity.

The main objective of education in schools should be the creation of men and women who are capable of doing new things, not simply repeating what other generations have done; Men and women who are creative, inventive and discoverable, who can be critical, verify and not accept, all that is offered to them.

The game is the work of childhood.

Scientific knowledge is in perpetual evolution, it changes from one day to another.

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

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 greater.

I could not think without writing.

Education, for most people, means trying to get the child to look like the typical adult of their society ... But for me, education means making creators ... You have to make inventors, innovators, non-conformists.

Knowledge cannot be a copy, since it is always a relationship between subject and object.

Possibility ... in the proper accommodation of sensory-motor intelligence, it plays the same role as in scientific discovery. It is only useful to genius and its revelations remain meaningless to unskilled workers.

To understand is to invent.

Children only have a real understanding of what they invent themselves, and every time we try to teach them too quickly, we avoid reinventing themselves.

What genetic epistemology proposes is to discover the roots of the different varieties of knowledge, from their elementary forms, following the following levels, including also scientific knowledge.

Experience precedes understanding.

Each accommodation purchase becomes material for assimilation, but assimilation always resists new accommodation.

The essential functions of the mind consist of understanding and invention, that is, in the construction of structures through the structuring of reality.

What role would books and manuals have in this school? The ideal school would not have mandatory manuals for the students, but only reference works that would be used freely ... The only indispensable manuals are those used by the teacher.

Playing is the answer to how something new is produced.

We learn more when we are forced to invent.

The relationships between parents and children are undoubtedly not only those of restriction. There is mutual spontaneous affection, which range from first asking the child for acts of generosity and even sacrifice, to very touching manifestations that are not in any way prescribed. And here, without a doubt, is the starting point for the morality of the good that we will see in development along with the morality of law or duty, and which in some people completely replaces.

How can we, with our adult minds, know what will be interesting? If you follow the child ... you can discover something new ...

Only education is able to save our societies from a possible collapse, whether violent or gradual.

Knowing reality implies building systems in continuous transformation that correspond, more or less, to reality.

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

In other words, knowledge of the outside world begins with an immediate use of things, while self-knowledge is stopped by this purely practical and utilitarian contact.

Logic and mathematics are nothing more than specialized linguistic structures.

It is much more beautiful to find a little humanity than all the rules of the world.

What is desired is that the teacher ceases to be a speaker, satisfied with the transmission of ready-made solutions. Its role should be rather that of a mentoring initiative and research.

This does not mean that the logic is strong enough to support the total construction of human knowledge.

I am convinced that there is no kind of limit between the living and the mental or between the biological and the psychological. From the moment that an organism takes into account previous experience and adapts to a new situation, that is very similar to psychology.

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

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

The punishment makes the autonomy of consciousness impossible.

The second objective of education is to build minds that can be critical, that can verify and not accept everything that is offered to them. The great danger of today is the slogans, collective opinions, trends already made of thought. We have to be able to object individually, to criticize, to distinguish between what is right and what is not.

Children require long periods of non-stop play and exploration.

A truth learned is nothing but a truth half learned, while the whole truth must be reconquered, rebuilt or rediscovered by the student himself.

True interest appears when the self identifies itself with ideas or objects, when it finds a means of expression in them and becomes a necessary form of fuel for its activity.

I am deeply interested in the problem of education, because it is my impression that there is much to reform and transform, but I think that the role of the psychologist is first and foremost to provide facts that pedagogy can use, and not to put in their links to give advice.

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