Experience precedes understanding.

Teaching means creating situations where structures can be discovered.

The self thus becomes aware of itself, at least in its practical action, and discovers itself as a cause among other causes and as an object subject to the same laws as other objects.

Knowing reality means constructing systems of transformations that correspond, more or less adequately, to reality.

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.

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

To understand is to invent.