Jean Piaget Quotes

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Generally speaking, one can say that motor intelligence contains the germs of completed reason. But it gives promise of more than reason pure and simple. From the moral as from the intellectual point of view, the child is born neither good nor bad, but master of his destiny. Now, if there is intelligence in the schemas of motor adaptation, there is also the element of play. The intentionality peculiar to motor activity is not a search for truth but the pursuit of a result, whether objective or subjective; and to succeed is not to discover a truth.

Jean Piaget
Every acquisition of accommodation becomes material for assimilation, but assimilation always resists new accommodations.

Jean Piaget
Education, for most people, means trying to lead the child to resemble the typical adult of his society... But for me, education means making creators... You have to make inventors, innovators, not conformists.

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
There are in existence two distinct ideas of justice. We say that an award is unjust when it penalizes the innocent, rewards the guilty, or when, in general, it fails to be meted out in exact proportion to the merit or guilt in question. On the other hand, we say that a division is unjust when it favors some at the expense of others. In this second adaptation of the term, the idea of justice implies only the idea of equality. In the first acceptation of the term, the notion of justice is inseparable from that of the reward and punishment, and is defined by the correlation between acts and their retribution.

Jean Piaget
The discussion of the game of marbles seems to have led us into rather deep waters. But in the eyes of children the history of the game of marbles has quite as much importance as the history of religion or of forms of government. It Is a history, moreover, that is magnificently spontaneous; and it was therefore perhaps not entirely useless to seek to throw light on the child's judgment of moral value by a preliminary study of the social behaviour of children amongst themselves.

Jean Piaget
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.

Jean Piaget
Between the various types of rules which we shall give there will therefore be at once continuity of function and difference of structure. This renders arbitrary any attempt to cut mental reality up into stages. The matter is further complicated by the "Law of conscious realization" and the resulting time-lag. The appearance of a new type of rule on the practical plane does not necessarily mean that this rule will come into the subject's consciousness, for each mental operation has to be relearned on the different planes of action and of thought.

Jean Piaget
Psychoanalysis is a sort of individual history, an embryology of the personality.

Jean Piaget
Alongside of the rare cases of true conversation where there is a genuine interchange of opinions or commands, one can observe in children between 2 and 6 a characteristic type of pseudo-conversation or "collective monologue", during which the children speak only for themselves, although they wish to be in the presence of interlocutors who will serve as a stimulus. Now here again, each feels himself to be in communion with the group because he is inwardly addressing the Adult who knows and understands everything, but here again, each is only concerned with himself, for lack of having dissociated the "ego" from the "socius".

Jean Piaget
The essential functions of the mind consist in understanding and in inventing, in other words, in building up structures by structuring reality.

Jean Piaget
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.

Jean Piaget
The child who defines a lie as being a "naughty word" knows perfectly well that lying consists in not speaking the truth. He is not, therefore, mistaking one thing for another, he is simply identifying them one with another by what seems to us a quaint extension of the word "lie".

Jean Piaget
Engineering — is more pragmatic and less — relatively less — speculative; it is production, operation, and management, as well as research, analysis, planning and design. Its goal is usually a clearly specified utility such as public health, communication, power, transportation, or housing, rather than the attainment of abstract truth.

Jean Piaget
Mixture of assimilation to earlier schemas and adaptation to the actual conditions of the situation is what defines motor intelligence. But — and this is where rules come into existence — as soon as a balance is established between adaptation and assimilation, the course of conduct adopted becomes crystallized and ritualized. New schemas are even established which the child looks for and retains with care, as though they were obligatory or charged with efficacy.

Jean Piaget
In this way things, external objects, are assimilated to more or less ordered motor schemas, and in this continuous assimilation of objects the child's own activity is the starting point of play. Not only this, but when to pure movement are added language and imagination, the assimilation is strengthened, and wherever the mind feels no actual need for accommodating itself to reality, its natural tendency will be to distort the objects that surround it in accordance with its desires or its fantasy, in short to use them for its satisfaction. Such is the intellectual egocentrism that characterizes the earliest form of child thought.

Jean Piaget
I am convinced that there is no sort of boundary between the living and the mental or between the biological and the psychological. From the moment an organism takes account of a previous experience and adapts to a new situation, that very much resembles psychology.

Jean Piaget
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.

Jean Piaget
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.

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
Moral autonomy appears when the mind regards as necessary an ideal that is independent of all external pressures.

Jean Piaget
To perceive is to construct intellectually, and if the child draws things as he conceives them, it is certainly because he cannot perceive them without conceiving them. But to give up gradually the spurious absolutes situated away and apart from the context of relations that has been built up during experience itself is the work of a superior kind of rationality. When the child comes to draw things as he sees them, it will be precisely because he has given up taking isolated objects in and for themselves and has begun to construct real systems of relations which take account of the true perspective in which things are connected.

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
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; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered.

Jean Piaget
We are constantly hatching an enormous number of false ideas, conceits, Utopias, mystical explanations, suspicions, and megalomaniacal fantasies, which disappear when brought into contact with other people.

Jean Piaget