Children have real understanding only of that which they invent themselves, and each time that we try to teach them too quickly, we keep them from reinventing it themselves.
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?
Interpretation
What this quote means
The quote questions whether education is focused solely on existing knowledge or if it promotes creativity and innovation in children.
Jean Piaget's quote highlights the importance of nurturing creativity and innovation in children's education. He challenges the conventional approach that emphasizes rote learning of established knowledge, advocating instead for an educational framework that encourages exploration, critical thinking, and discovery from an early age. This approach not only benefits children during their formative years but also equips them with skills that are vital throughout their lives.
Themes
In practice
Example use cases
During a lecture on child development, this quote can prompt a discussion on teaching methodologies.
More from Jean Piaget
All quotes →Logical activity is not the whole of intelligence. One can be intelligent without being particularly logical.
Children's games constitute the most admirable social institutions. The game of marbles, for instance, as played by boys, contains an extremely complex system of rules - that is to say, a code of laws, a jurisprudence of its own.
Everyone knows that at the age of 11-12, children have a marked impulse to form themselves into groups and that the respect paid to the rules and regulations of their play constitutes an important feature of this social life.
Play is the work of childhood.
The goal of education is not to increase the amount of knowledge but to create the possibilities for a child to invent and discover, to create men who are capable of doing new things.
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As parents, we teach our kids about things we feel competent in. That's why so many parents don't teach their kids about money.
As a reader, you’re often inside one or more character heads, so you know what they’re feeling, even if they can’t exactly say it, or they say it so obliquely that the other characters don’t catch it. Readers are frequently reminded of the gulf between what people say and what they mean, and such moments prod us to become more attuned to gesture, tone, and language.
Unlike television, reading does not swallow the senses or dictate thought. Reading stimulates the ecology of the imagination. Can you remember the wonder you felt when first reading The Jungle Book or Tom Sawyer or Huckleberry Finn? Kipling’s world within a world; Twain’s slow river, the feel of freedom and sand on the secret island, and in the depths of the cave?
When a child makes a mistake or fails to accomplish a certain goal, we must avoid any word or action which indicates that we consider him a failure. 'Too bad that didn't work.' 'I'm sorry it didn't work out for you.' We need to separate the deed from the doer.
We've moved from wisdom to knowledge, and now we're moving from knowledge to information, and that information is so partial – that we're creating incomplete human beings.