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.

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

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

The self thus becomes aware of itself, at least in its practical action, and discovers itself as a cause among other causes and as an object subject to the same laws as other objects.

The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.

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.

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.