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.
By: Jean Piaget
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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... view
By: 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... view
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Logic and mathematics are nothing but specialised linguistic structures... view
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In genetic epistemology, as in developmental psychology, too, there is never an absolute beginning... view
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To express the same idea in still another way, I think that human knowledge is essentially active... view
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Scientific thought, then, is not momentary.. view
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This means that no single logic is strong enough to support the total construction of human knowledge... view
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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... view
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Scientific knowledge is in perpetual evolution.. view
By: Jean Piaget
Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality... view
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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... view
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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... view
By: Jean Piaget