Logical activity is not the whole of intelligence. One can be intelligent without being particularly logical. – Jean Piaget
It is with children that we have the best chance of studying the development of logical knowledge, mathematical knowledge, physical knowledge, and so forth. – Jean Piaget
The child of three or four is saturated with adult rules. His universe is dominated by the idea that things are as they ought to be, that everyone’s actions conform to laws that are both physical and moral – in a word, that there is a Universal Order. – Jean Piaget
Every acquisition of accommodation becomes material for assimilation, but assimilation always resists new accommodations. – Jean Piaget
In genetic epistemology, as in developmental psychology, too, there is never an absolute beginning. – Jean Piaget
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. – Jean Piaget
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. – Jean Piaget
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 our walks. – Jean Piaget
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. – Jean Piaget
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. – Jean Piaget
One of the most striking things one finds about the child under 7-8 is his extreme assurance on all subjects. – Jean Piaget
To express the same idea in still another way, I think that human knowledge is essentially active. – Jean Piaget
Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality. – Jean Piaget
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. – Jean Piaget
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. – Jean Piaget
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. – Jean Piaget
This means that no single logic is strong enough to support the total construction of human knowledge. – Jean Piaget
Reflective abstraction, however, is based not on individual actions but on coordinated actions. – Jean Piaget
Intelligence is what you use when you don’t know what to do: when neither innateness nor learning has prepared you for the particular situation. – Jean Piaget
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. – Jean Piaget
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. – Jean Piaget
Scientific thought, then, is not momentary; it is not a static instance; it is a process. – Jean Piaget
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. – Jean Piaget
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. – Jean Piaget
