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.

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.

Scientific thought, then, is not momentary; it is not a static instance; it is a process.

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.

Moral autonomy appears when the mind regards as necessary an ideal that is independent of all external pressures.

The most developed science remains a continual becoming

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