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

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.

Teaching means creating situations where structures can be discovered.

It is with children that we have the best chance of studying the development of logical knowledge, mathematical knowledge, physical knowledge, and so forth.

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.

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

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.