If logic itself is created rather than being inborn, it follows that the first task of education is to form reasoning.

Experience precedes understanding.

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

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.

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.

In genetic epistemology, as in developmental psychology, too, there is never an absolute beginning.

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.