Our problem, from the point of view of psychology and from the point of view of genetic epistemology, is to explain how the transition is made from a lower level of knowledge to a level that is judged to be higher.

Children have real understanding only of that which they invent themselves, and each time that we try to teach them too quickly, we keep them from reinventing it themselves.

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

Experience precedes understanding.

How much more precious is a little humanity than all the rules in the world.

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

As you know, Bergson pointed out that there is no such thing as disorder but rather two sorts of order, geometric and living.