Scientific thought, then, is not momentary; it is not a static instance; it is a process. |
The current state of knowledge is a moment in history, changing just as rapidly as the state of knowledge in the past has ever changed and, in many instances, more rapidly. |
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. |
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. |
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. |
The principle goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done - men who are creative, inventive and discoverers |
The principle goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done - men who are creative, inventive and discoverers |
The principle goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done - men who are creative, inventive and discoverers |
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. |
This means that no single logic is strong enough to support the total construction of human knowledge. |
To express the same idea in still another way, I think that human knowledge is essentially active. |
We recall how, starting with purely practical and quasi-physiological groups, the child begins by elaborating subjective groups, then arrives at objective groups, and only then becomes capable of representative groups. |