This means that no single logic is strong enough to support the total construction of human knowledge.

We learn more when we are compelled to invent.

Each time one prematurely teaches a child something he could have discovered himself, that child is kept from inventing it and consequently from understanding it completely.

This means that no single logic is strong enough to support the total construction of human knowledge.

What is desired is that the teacher ceased being a lecturer, satisfied with transmitting ready-made solutions. His role should rather be that of a mentor stimulating initiative and research.

Play is the work of childhood.

The most developed science remains a continual becoming