The goal of education is not to increase the amount of knowledge but to create the possibilities for a child to invent and discover, to create men who are capable of doing new things.
From Jean Piaget
Play is the work of childhood.
It is with children that we have the best chance of studying the development of logical knowledge, mathematical knowledge, physical knowledge, and so forth.
The child often sees only what he already knows. He projects the whole of his verbal thought into things. He sees mountains as built by men, rivers as dug out with spades, the sun and moon as following us on our walks.
Logic and mathematics are nothing but specialised linguistic structures.
To express the same idea in still another way, I think that human knowledge is essentially active.
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.
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.
Scientific thought, then, is not momentary; it is not a static instance; it is a process.
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.
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