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

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.

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

Every acquisition of accommodation becomes material for assimilation, but assimilation always resists new accommodations.

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.

What the genetic epistemology proposes is discovering the roots of the different varieties of knowledge, since its elementary forms, following to the next levels, including also the scientific knowledge.

Reflective abstraction, however, is based not on individual actions but on coordinated actions.