Play is the answer to how anything new comes about.

Logic and mathematics are nothing but specialised linguistic structures.

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.

Only education is capable of saving our societies from possible collapse, whether violent, or gradual.

The more we try to improve our schools, the heavier the teaching task becomes; and the better our teaching methods the more difficult they are to apply.

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.

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.