The Swiss philosopher, natural scientist, and developmental theorist Jean Piaget (1896–1980) is well-known for his work on children, his theory of cognitive development, and his “genetic epistemology” point of view. He founded the International Centre for Genetic Epistemology in Geneva in 1955, and he served as its director until his passing in 1980. Ernst von Glasersfeld referred to Jean Piaget as “the great pioneer of the constructivist theory of knowing.”
All Time Famous Quotes of Jean Piaget
01. “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; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered.”
― Jean Piaget
02. “Intelligence is what you use when you don’t know what to do.”
― Jean Piaget
03. “What we see changes what we know. What we know changes what we see.”
― Jean Piaget
04. “Each time one prematurely teaches a child something he could have discovered himself, that child is kept from inventing it and consequently from understanding it completely.”
― Jean Piaget
05. “Play is the answer to how anything new comes about.”
― Jean Piaget
06. “I could not think without writing.”
― Jean Piaget
07. “Every response, whether it be an act directed towards the outside world or an act internalized as thought, takes the form of an adaptation or, better, of a re-adaptation.”
― Jean Piaget
08. “Children should be able to do their own experimenting and their own research. Teachers, of course, can guide them by providing appropriate materials, but the essential thing is that in order for a child to understand something, he must construct it himself, he must re-invent it. 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 by himself will remain with him visibly for the rest of his life.”
― Jean Piaget
09. “Play is the work of childhood.”
― Jean Piaget
10. “The individual acts only if he experiences a need, i.e., if the equilibrium between the environment and the organism is momentarily upset, and action tends to re-establish the equilibrium, i.e., to re-adapt the organism (Claparède).”
― Jean Piaget
11. “Logic is the mirror of thought, and not vice versa;in classes, relations et nombres; essai sur les groupements de logistique et la réversibilitié de lq pensée”
― Jean Piaget
12. “Every structure is to be thought of as a particular form of equilibrium, more or less stable within its restricted field and losing its stability on reaching the limits of the field.”
― Jean Piaget
13. “intelligence, the most plastic and at the same time the most durable structural equilibrium of behaviour, is essentially a system of living and acting operations.”
― Jean Piaget
14. “I know some very intelligent philosophers, not at all dogmatic, who believe that “science” cannot introduce the concept of finality in the analysis and explanation of vital processes, but that “philosophy” equally cannot arrive at an adequate concept of organic life without introducing finality. It is not a question here of moral or other values, but rather of a concept peculiar to philosophical biology as opposed to biology. Indeed, one such philosopher concluded, drawing inspiration from Merleau-Ponty, that science can “never” give an adequate explanation of the concept of the “whole structure” of the organism.”
― Jean Piaget
15. “theory or have remained unaffected by them. It is true that a fact can sometimes appear to resemble an “accident,” as in the case of the apple that fell near Newton, but the accident only became a “fact” because Newton asked certain questions.”
― Jean Piaget
16. “According to Claparède, feelings appoint a goal for behaviour, while intelligence merely provides the means (the “technique”). But there exists an awareness of ends as well as of means, and this continually modifies the goals of action.”
― Jean Piaget
17. “to avoid the difficulties of teleological language, adaptation must be described as an equilibrium between the action of the organism on the environment and vice versa.”
― Jean Piaget
18. “A response is thus a particular case of interaction between the external world and the subject, but unlike physiological interactions, which are of a material nature and involve an internal change in the bodies which are present, the responses studied by psychology are of a functional nature and are achieved at greater and greater distances in space (perception, etc.) and in time (memory, etc.) besides following more and more complex paths (reversals, detours, etc.).”
― Jean Piaget
19. “Nel, after throwing a stone onto a sloping bank watching the stone rolling said, ‘Look at the stone. It’s afraid of the grass”
― Jean Piaget
20. “We shall simply say then that every action involves an energetic or affective aspect and a structural or cognitive aspect, which, in fact, unites the different points of view already mentioned.”
― Jean Piaget
21. “Every psychological explanation comes sooner or later to lean either on biology or on logic (or on sociology, but this in turn leads to the same alternatives).”
― Jean Piaget
22. “A fact is first an answer to a question. If Sartre had consulted psychologists before judging them in the light of his own genius, he would have learned that they do not wait on the accident but begin by setting themselves problems.”
― Jean Piaget
23. “Piaget is also concerned with attempts of Maine de Biran, Bergson, Sartre, and Merleau-Ponty to construct a philosophical psychology as opposed to a scientific empirical psychology. He believes that the difference between philosophical psychology and scientific psychology lies neither in the fact that the former concerns itself with “essences” (Husserl), with “irrationality” (Sartre), nor in its use of introspection. He sees the difference as being one rather of method: philosophical psychology neglects objective verification and grounds itself in subjectivity, although claiming to arrive at objective knowledge through intuition.”
― Jean Piaget
24. “Now to picture the mechanism of this process of construction and not merely its progressive extension, we must note that each level is characterized by a new co-ordination of the elements provided—already existing in the form of wholes, though of a lower order—by the processes of the previous level. The sensori-motor schema, the characteristic unit of the system of pre-symbolic intelligence, thus assimilates perceptual schemata and the schemata relating to learned action (these schemata of perception and habit being of the same lower order, since the first concerns the present state of the object and the second only elementary changes of state). The symbolic schema assimilates sensori-motor schemata with differentiation of function; imitative accommodation is extended into imaginal significants and assimilation determines the significates. The intuitive schema is both a co-ordination and a differentiation of imaginal schemata. The concrete operational schema is a grouping of intuitive schemata, which are promoted, by the very fact of their being grouped, to the rank of reversible operations. Finally, the formal schema is simply a system of second-degree operations, and therefore a grouping operating on concrete groupings. Each of the transitions from one of these levels to the next is therefore characterized both by a new co-ordination and by a differentiation of the systems constituting the unit of the preceding level. Now these successive differentiations, in their turn, throw light on the undifferentiated nature of the initial mechanisms, and thus we can conceive both of a genealogy of operational groupings as progressive differentiations, and of an explanation of the pre-operational levels as a failure to differentiate the processes involved. Thus, as we have seen (Chap. 4), sensori-motor intelligence arrives at a kind of empirical grouping of bodily movements, characterized psychologically by actions capable of reversals and detours, and geometrically by what Poincaré called the (experimental) group of displacement. But it goes without saying that, at this elementary level, which precedes all thought, we cannot regard this grouping as an operational system, since it is a system of responses actually effected; the fact is therefore that it is undifferentiated, the displacements in question being at the same time and in every case responses directed towards a goal serving some practical purpose. We might therefore say that at this level spatio-temporal, logico-arithmetical and practical (means and ends) groupings form a global whole and that, in the absence of differentiation, this complex system is incapable of constituting an operational mechanism. At the end of this period and at the beginning of representative thought, on the other hand, the appearance of the symbol makes possible the first form of differentiation: practical groupings (means and ends) on the one hand, and representation on the other. But this latter is still undifferentiated, logico-arithmetical operations not being distinguished from spatio-temporal operations. In fact, at the intuitive level there are no genuine classes or relations because both are still spatial collections as well as spatio-temporal relationships: hence their intuitive and pre-operational character. At 7–8 years, however, the appearance of operational groupings is characterized precisely by a clear differentiation between logico-arithmetical operations that have become independent (classes, relations and despatialized numbers) and spatio-temporal or infra-logical operations. Lastly, the level of formal operations marks a final differentiation between operations tied to real action and hypothetico-deductive operations concerning pure implications from propositions stated as postulates.”
― Jean Piaget
25. “But if all behaviour, without exception, thus implies an energetics or an “economy”, forming its affective aspect, the interaction with the environment which it instigates likewise requires a form or structure to determine the various possible circuits between subject and object.”
― Jean Piaget
26. “Psychology, in fact, repre-
sents the juncture of two opposite directions of are still insufficient. In the science of human be- scientific thought that are dialectically comple-
mentary. It follows that the system of sciences
cannot be arranged in a linear order, as many
people beginning with Auguste Comte have at-
tempted to arrange them.”
― jean piaget
27. “Piaget’s work shows that our concepts of logic, space, time, number, quantity, etc., are not given readymade as Kant thought, but undergo a process of development.”
― Jean Piaget
28. “We shall adopt an analogous formula, with the reservation that feelings and cognitive configurations do not depend solely on the existing “field,” but also on the whole previous history of the acting subject.”
― Jean Piaget
29. “Knowledge is not predetermined by heredity; it is not predetermined in the things around us – in knowing things around him the subject always adds to them.”
― Jean Piaget
30. “According to Claparède, feelings appoint a goal for behaviour, while intelligence merely provides the means (the “technique”). But there exists an awareness of ends as well as of means, and this continually modifies the goals of action. In so far as feeling directs behaviour by attributing a value to its ends, we must confine ourselves to saying that it supplies the energy necessary for action, while knowledge impresses a structure on it. Thus arises the solution proposed by the so-called Gestalt psychology: behaviour involves a “total field” embracing subject and objects, and the dynamics of this field constitutes feeling (Lewin), while its structure depends on perception, effector-functions, and intelligence.”
― Jean Piaget
31. “So we must start from this dual nature of intelligence as something both biological and logical.”
― Jean Piaget
32. “Thus arises the solution proposed by the so-called Gestalt psychology: behaviour involves a “total field” embracing subject and objects, and the dynamics of this field constitutes feeling (Lewin), while its structure depends on perception, effector-functions, and intelligence.”
― Jean Piaget
33. “Children should be able to do their own experimenting and their own research. Teachers, of course, can guide them by providing appropriate materials, but the essential thing is that in order for a child to understand something, he must construct it himself, he must re-invent it. 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 by himself will remain with him visibly […] for all the rest of his life.”
― Jean Piaget
34. “But these structures, forming different levels, are to be regarded as succeeding one another according to a law of development, such that each one brings about a more inclusive and stable equilibrium for the processes that emerge from the preceding level.”
― Jean Piaget
35. “This new philosophical psychology can in this respect be traced back to Maine de Biran, for even if in his time scientific psychology was unaware of its autonomy, and even if Biranian psychology was only critical of that of the empiricists, Biran believed in the Kantian distinction of noumena and phenomena and took care to limit his inquiry to the latter alone, which did not prevent him from extending it in the form of idealist speculations.”
― Jean Piaget
36. “For some writers mental phenomena become intelligible only when related to the organism. This view is of course inescapable when we study the elementary functions (perception, motor functions, etc.) in which intelligence originates. But we can hardly see neurology explaining why 2 and 2 make 4, or why the laws of deduction are forced on the mind of necessity.”
― Jean Piaget
37. “Formal logic, or logistics, is simply the axiomatics of states of equilibrium of thought, and the positive science corresponding to this axiomatics is none other than the psychology of thought.”
― Jean Piaget
38. “To expect a fact, is by definition to expect the isolated, it is for positivism, to prefer the ‘accident’ to the essential, the contingent to the necessary, disorder to order; it is in principle to reject the essential in the future:”
― Jean Piaget
39. “for example, to see whether in the developing subject, i.e. the child, integers are directly constructed starting from class logic by biunivocal correspondence and the construction of a “class of equivalent classes” as Frege and B. Russell thought, or whether the construction is more complex and presupposes the concept of order.”
― Jean Piaget
40. “In fact, objects are known only through the subject, while the subject can know himself or her- self only by acting on objects materially and mentally. Indeed, if objects are innumerable and science indefinitely diverse, all knowledge of the subject brings us back to psychology, the science of the subject and the subject’s actions.”
― Jean Piaget
41. “In fact, objects are known only through the subject, while the subject can know himself or her- self only by acting on objects materially and men- tally. Indeed, if objects are innumerable and sci- ence indefinitely diverse, all knowledge of the sub- ject brings us back to psychology, the science of the subject and the subject’s actions.
The fourth remark: People may say that I thus engage in philosophy or epistemology and no longer in scientific psychology. But, in the research that we pursue, it is impossible to dissociate psychology from epistemology. Indeed, if we study only one level of development (for example, that of the adult or adolescent), it is easy to distinguish the prob- lems: psychological experience, emotions, intelli- gence and its functions, etc., on the one hand, and the broad problems of knowledge (epistemology), etc., on the other. But if we want to study cogni- tive functions and pursue a developmental point of view in order to study the formation and trans- formations of human intelligence (and this is why I specialized in child psychology), then the prob-
lems must be formulated very differently: How is knowledge acquired, how does it increase, and how does it become organized or reorganized? These are the very questions that must be answered.”
― Jean Piaget
42. “Every observer has noted that the younger the child, the less sense he has of his own ego. From the intellectual point of view, he does not distinguish between external and internal, subjective and objective. From the point of view of action, he yields to every suggestion, and if he does oppose to other people’s wills — a certain negativism which has been called “the spirit of contradiction” — this only points to his real defenselessness against his surroundings. A strong personality can maintain itself without the help of this particular weapon. The adult and the older child have complete power over him. They impose their opinions and their wishes, and the child accepts them without knowing that he does so.”
― Jean Piaget
43. “Gustavo Solivellas dice: “Si un individuo es pasivo intelectualmente, no conseguirá ser libre moralmente” (Jean Piaget)”
― Jean Piaget
44. “For someone who constantly comes across this problem in the course of his professional activities, the question whether philosophy has the status of a “wisdom” or of a form of “knowledge” peculiar to itself is no longer an unnecessary or simply a theoretical problem; it is a vital question, since it affects the success or failure of thousands of scholars.”
― Jean Piaget
45. “The first reason for my growing disaffection with the traditional methods of philosophy was caused in the main by the conflict, which I felt within myself, between the habits of verification of the biologist and the psychologist, and speculative reflection, which constantly tempted me, but which could not possibly be submitted to verification…
Two ever deepening convictions were forced on me … One is that there is a kind of intellectual dishonesty in making assertions in a domain concerned with facts, without a publicly verifiable method of testing, and in formal domains without a logistic one. The other is that sharpest possible distinction should at all times be made between personal improvisations, the dogma of a school or whatever is centered on the self or on a restricted group, and, on the other hand, the domains in which mutual agreement is possible, independently of metaphysical beliefs or of ideologies. …
My second reason for disaffection may well appear odd to pure philosophers. It refers to something which from the psycho-sociological point of view is very significant: this is the surprising dependence of philosophical ideas in relation to social or even political change. … I was very much struck, after the First World War (and still more so after the Second) by the repercussions that the social and political instability then prevailing in Europe had on the intellectual climate, and this naturally led me to doubt the objective and universal value of the philosophical standpoints adopted in such conditions.”
― Jean Piaget
46. “I … sent a program of research to the Rockefeller Foundation. … [Their] questions were almost all of a surprising pertinence. I remember the practical questions … But I particularly remember the theoretical questions, due among others to [Shannon] Weaver, the mathematician interested in information theory who was then in charge of the Department of Science at the Foundation: How will you find interesting epistomological ideas, for example, the theory of relativity, in studying children who know nothing and who in any case are brought up in the intellectual tradition dating from Newton? …
I had the luck to be able to remark … that Einstein himself had advised me in 1928 to study the formation of the intuitions of velocity in order to see if they depended on those of duration, and that further, when I had the good fortune to see Einstein again at Princeton …, he was quite delighted by the reactions of nonconservation of children of four to six years (they deny that a liquid conserves its quantity when it is poured from one glass into another of a different shape: ‘There is more to drink than before,‘ etc.), and was greatly astonished that the elementary concepts of conservation were only constructed toward seven or eight years.”
― Jean Piaget
47. “Most instincts are allied to specialized organs, it is true, but it is nonetheless true that perception and acquired behavior, including the higher types of operative intelligence, do, in a more supple way, manifest certain functional possibilities or “reaction norms” of the anatomical and physiological structure of the species. In a word, the general coordinations of action upon which the building up of most basic types of knowledge is conditional, presuppose not only nervous coordinations but coordinations of a much more deep-seated kind, those which are, in fact, interactions dominating the entire morphogenesis.”
― Jean Piaget
48. “Cognitive processes seem, then, to be at one and the same time the outcome of organic autoregulation, reflecting its essential mechanisms, and the most highly differentiated organs of this regulation at the core of interactions with the environment, so much so that, in the case of man, these processes are being extended to the universe itself.”
― Jean Piaget
49. “Thus arises the second tendency, which consists in regarding logical and mathematical relations as irreducible, and in making an analysis of the higher intellectual functions depend on an analysis of them. But it is questionable whether logic, regarded as something eluding the attempts of experimental psychology to explain it, can in its turn legitimately explain anything in psychological experience.”
― Jean Piaget
50. “The principal 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
