The principal goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done-men who are creative, inventive, and discovers. The second goal of education is to form minds which can be critical, can verify, and not accept everything they are offered.

Logic and mathematics are nothing but specialised linguistic structures.

The most developed science remains a continual becoming

What we see changes what we know. What we know changes what we see.

How much more precious is a little humanity than all the rules in the world.

Intelligence is what you use when you don't know what to do.

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.