Quotes About Knowledge

What you know can never be the beyond. Whatever you experience is not the beyond. If there is any beyond, this movement of 'you' is absent. The absence of this movement probably is the beyond, but the beyond can never be experienced by you; it is when the 'you' is not there. Why are you trying to experience a thing that cannot be experienced?

Bilgi sahibi olmadan, fikir sahibi olunmaz.

Intelligence exhibited by human beings originates and perpetuates itself "neither with knowledge of the self nor of things as such but with knowledge of their interaction, and it is by orienting itself simultaneously toward the two poles of that interaction that intelligence organizes the world by organizing itself" (CR, pp. 354–355).

in the same sense in which Kant held that the empirical sciences depend on some mental abilities – intuition and categories

The key principle of Jean Piaget's genetic epistemology is constructivism. Constructivism rejects old-fashioned rationalism: Knowledge is not made out of special knowledge-parts preformed in each individual knower at birth. It also rejects empiricism: Knowledge does not consist of epistemic pieces impressed on the knower by the environment, whether physical or social. Instead, the knower has to construct knowledge.

Second, self and world cannot be known independently of each other: "[I]t is through progressive construction that the concepts of the physical world and of the internal self will become elaborated as a function of each other, and the processes of assimilation and accommodation are only instruments of this construction without ever representing the actual result of it" (OI, p. 136).

In J. I. Carpendale & U. Müller (Eds.), Social interaction and the development of knowledge: Critical evaluation of Piaget's contribution (pp. 67–85).

In the preface of his Critique of Pure Reason, Kant (1787/1933, B XVI) refers in the same way to the Copernican Revolution. He points out that for explaining the possibility of scientific knowledge about (physical) objects we have to reflect on central cognitive functions (intuition and categories). According to Piaget, however, the reversal of the attentional focus of the mind does not happen just once but several times – namely at every level transition.

To my way of thinking, knowing an object does not mean copying it – it means acting upon it" (Piaget, 1970, p. 15; cf. Piaget & Inhelder, 1966/1971, pp. 385–386).

Many aspects of Piaget's theory of infant development have been severely criticized. I briefly cover three lines of criticism: (a) Piaget did not properly explain the process of interiorization and the emergence of symbolic representations, (b) Piaget largely ignored the importance of social interaction for the development of knowledge, and (c) Piaget severely underestimated infants' abilities.

In contrast to empiricist theories, in which knowledge is derived from perception, Piaget emphasized the role of action and operations (transformation) in the construction of knowledge.

From an epistemological perspective, a person is a uniform being who interprets the different parts of her conscious knowledge in a coherent fashion (or at least tries to do this). How do modular theories explain this search for coherence? And how do they explain necessary knowledge, which hardly can be domain-specific (Smith, 1993, p. 5)?

First, higher mental functions are grounded in and emerge out of a practical, prereflective form of intelligence.

Through the application of morphisms, objects are said to be enformed: "the active imposition of a form on an object by the knowing subject. In a derived sense, the same word designates…the fact that some knowledge content is subsumed under a well-defined form" (Piaget et al., 1990/1992, p.

Piaget's third way (i.e., alternative to empiricism and nativism) is that knowledge develops through the child's actions on the world. In addition, knowledge is always tied to a particular framework (see Chapter 3, this volume), a paradigm case of which are the structures that emerge as any knowing subject interacts with the world.

Is it possible that a contingent genesis can lead to necessary knowledge?

Because psychologists generally take knowledge as unproblematic, the complexity of Piagetian theory seems simply superfluous.

Kant argued that the mind has both receptive capacities and spontaneous capabilities, both operative in human knowledge. For Kant (1787/1933, B74, B93), knowledge has its origin in sensory capacities to receive representations and in intellectual capabilities for knowing objects through them.

Boom, J. (2004). Individualism and collectivism: A dynamic systems interpretation of Piaget's interactionism. In J. I. Carpendale & U. Müller (Eds.), Social interaction and the development of knowledge: Critical evaluation of Piaget's contribution (pp. 67–85). Mahwah, NJ: Erlbaum.

I know only two tunes. One of them is 'Yankee Doodle' the other isn't.

the most confident critics are generally those who know the least about the matter criticised.

The framers of our Constitution firmly believed that a republican government could not endure without intelligence and education generally diffused among the people. The Father of his Country, in his Farewell Address, uses this language: Promote, then, as an object of primary importance, institutions for the general diffusion of knowledge. In proportion as the structure of a government gives force to public opinion, it is essential that public opinion should be enlightened.

From lies to forgeries the step is not so long, and I have written technical essays on the logic of forgeries and on the influence of forgeries on history.

We live for books.