Teaching means creating situations where structures can be discovered.

Scientific knowledge is in perpetual evolution; it finds itself changed from one day to the next.

Scientific thought, then, is not momentary; it is not a static instance; it is a process.

The current state of knowledge is a moment in history, changing just as rapidly as the state of knowledge in the past has ever changed and, in many instances, more rapidly.

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?

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

As you know, Bergson pointed out that there is no such thing as disorder but rather two sorts of order, geometric and living.