Quotes About Piaget

if one accepts Jean Piaget's famous definition of mature intelligence as the ability to coordinate between multiple perspectives (or possible perspectives) one can see, here, precisely how bureaucratic power, at the moment it turns to violence, becomes literally a form of infantile stupidity.

a baby's failure to reach for an object hidden under a blanket does not support the rather dramatic conclusion that the baby thinks the object has ceased to exist. Perhaps he simply does not yet have sufficient hand-arm coordination to reach for a hidden object. In fact, we now know that this explanation is correct. Recent experiments, more sophisticated than Piaget's, indicate that even very young babies have a well-developed sense of object permanency.

This means that no single logic is strong enough to support the total construction of human knowledge.

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

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.

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.

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.

Piaget is correct in assuming a culturally universal age development of a sense of justice, involving progressive concern for the needs and feelings of others and elaborated conceptions of reciprocity and equality.

Piaget suspected, for example, that games undertaken voluntarily will outcompete games imposed and played under threat of force, given that some of the energy that could be expended on the game itself, whatever its nature, has to be wasted on enforcement. There is evidence indicating the emergence of such voluntary game-like arrangements even among our nonhuman kin.6

Jean Piaget observed that scarcely any question seems absurd to a child, but he was silent on the question of absurd answers from adults.

According to Piaget, the best strategy for preschool curriculum is to keep children curious, make them wonder, and offer them real problem-solving challenges, rather than give them information. Many adults still hold the notion that a teacher is someone who shares information. Using Piaget's theory about children's learning requires changing the image of teacher into someone who nurtures inquiry and supports the children's own search for answers.

Piaget has helped teachers of young children to see how important it is for children to experience whatever we want them to learn about.

I draw on the work of Piaget (1968) in identifying conflict as the harbinger of growth and also on the work of Erikson (1964) who, in charting development through crisis, demonstrates how a heightened vulnerability signals the emergence of a potential strength, creating a dangerous opportunity for growth, a turning point for better or worse (p. 139).

The objective of education is to increase possibilities for the child to invent and discover. Words should not be used as a shortcut to knowledge. Like Piaget, we agree that the aim of teaching is to provide conditions for learning.

As Jean Piaget studied children, he discovered that they were moral philosophers who struggled with good and evil, understanding and applying rules.

There are many problems that come with owning a restaurant, not the least of which is that you have to eat there all the time. Giving up the fantasy that you want to own a restaurant is probably the last Piaget stage.

At what age in a child's life does rage become sorrow? I dont know. I dont think Piaget addresses the question. Or why. I think I know why. The injustice over which they are so distraught is irremediable. And rage is only for what you believe can be fixed. All the rest is grief. At some point they get this.

The work of both Piaget and Kinsey suggests that while biology is always a dominant influence on behavior, environment is critical to its expression. Even

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.

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.

Gustavo Solivellas dice: Si un individuo es pasivo intelectualmente, no conseguirá ser libre moralmente (Jean Piaget)

Piaget subscribed to the ordering and organizing function of the mind, but he believed that the forms and categories are not a priori but undergo development as a result of the subject's interaction with the world (OI, pp. 376–395).

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.

It is important to keep two key aspects of Piaget's account in mind. First, in Piaget's account, there are no innate modules with adultlike competencies that are suddenly switched on, nor is there any special processing mechanism that, out of the blue, comes online (see OI, p. 100; Piaget, 1967/1971, p. 327, fn.).