27 ordspråk av Jean Piaget
Jean Piaget
Jean Piaget föddes den
9 August 1896 och dog den 8 September
1980 - and pioneer in the study of child intelligence.
Mer info via Google eller Bing. Scientific thought, then, is not momentary; it is not a static instance; it is a process.
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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.
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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.
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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.
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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.
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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
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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
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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
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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.
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This means that no single logic is strong enough to support the total construction of human knowledge.
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To express the same idea in still another way, I think that human knowledge is essentially active.
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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.
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