Children have real understanding only of that which they invent themselves, and each time that we try to teach them too quickly, we keep them from reinventing it themselves.

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

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.

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

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

Are we forming children who are only capable of learning what is already known? Or should we try to develop creative and innovative minds, capable of discovery from the preschool age on, throughout life?

Equilibrium is the profoundest tendency of all human activity.