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.

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

To understand is to invent.

Play is the answer to how anything new comes about.

Our problem, from the point of view of psychology and from the point of view of genetic epistemology, is to explain how the transition is made from a lower level of knowledge to a level that is judged to be higher.

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.

How can we, with our adult minds, know what will be interesting? If you follow the child...you can find out something new.