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.

Play is the answer to how anything new comes about.

To express the same idea in still another way, I think that human knowledge is essentially active.

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

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

I have always detested any departure from reality, an attitude which I relate to my mother's poor mental health.

How can we, with our adult minds, know what will be interesting? If you follow the child...you can find out something new.