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?

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

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

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.

Teaching means creating situations where structures can be discovered.

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.

The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.