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.

The most developed science remains a continual becoming

Every time we teach a child something, we keep him from inventing it himself. On the other hand, that which we allow him to discover for himself will remain with him visible for the rest of his life.

The current state of knowledge is a moment in history, changing just as rapidly as the state of knowledge in the past has ever changed and, in many instances, more rapidly.

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.

Punishment renders autonomy of conscience impossible.

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