In other words, knowledge of the external world begins with an immediate utilisation of things, whereas knowledge of self is stopped by this purely practical and utilitarian contact.

Logic and mathematics are nothing but specialised linguistic structures.

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.

Each time one prematurely teaches a child something he could have discovered himself, that child is kept from inventing it and consequently from understanding it completely.

Only education is capable of saving our societies from possible collapse, whether violent, or gradual.

To understand is to invent.

Teaching means creating situations where structures can be discovered.