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.

During the earliest stages the child perceives things like a solipsist who is unaware of himself as subject and is familiar only with his own actions.

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

Scientific knowledge is in perpetual evolution; it finds itself changed from one day to the next.

Every time we teach a child something, we keep him from inventing it himself. On the other hand, that which we allow him to discover for himself will remain with him visible for the rest of his life.

What the genetic epistemology proposes is discovering the roots of the different varieties of knowledge, since its elementary forms, following to the next levels, including also the scientific knowledge.