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.

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

Logical positivists have never taken psychology into account in their epistemology, but they affirm that logical beings and mathematical beings are nothing but linguistic structures.

What we see changes what we know. What we know changes what we see.

When you teach a child something you take away forever his chance of discovering it for himself.

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.

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.