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 more we try to improve our schools, the heavier the teaching task becomes; and the better our teaching methods the more difficult they are to apply.

Every time we teach a child something, we keep him from inventing it himself. On the other hand, that which we allow him to discover for himself will remain with him visible for the rest of his life.

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.

During the earliest stages the child perceives things like a solipsist who is unaware of himself as subject and is familiar only with his own actions.

True interest appears when the self identifies itself with ideas or objects, when it finds in them a means of expression and they become a necessary form of fuel for its activity.