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

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

Logical positivists have never taken psychology into account in their epistemology, but they affirm that logical beings and mathematical beings are nothing but linguistic structures.

On the one hand, there are individual actions such as throwing, pushing, touching, rubbing. It is these individual actions that give rise most of the time to abstraction from objects.

I have always detested any departure from reality, an attitude which I relate to my mother's poor mental health.

The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done.

To express the same idea in still another way, I think that human knowledge is essentially active.

It is with children that we have the best chance of studying the development of logical knowledge, mathematical knowledge, physical knowledge, and so forth.

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.

Every acquisition of accommodation becomes material for assimilation, but assimilation always resists new accommodations.

The first type of abstraction from objects I shall refer to as simple abstraction, but the second type I shall call reflective abstraction, using this term in a double sense.

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

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.

Logic and mathematics are nothing but specialised linguistic structures.

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.

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

This means that no single logic is strong enough to support the total construction of human knowledge.

In other words, knowledge of the external world begins with an immediate utilisation of things, whereas knowledge of self is stopped by this purely practical and utilitarian contact.

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

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.

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.

Reflective abstraction, however, is based not on individual actions but on coordinated actions.

From this time on, the universe is built up into an aggregate of permanent objects connected by causal relations that are independent of the subject and are placed in objective space and time.

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.

Intelligence is what you use when you don't know what to do: when neither innateness nor learning has prepared you for the particular situation.

Logical activity is not the whole of intelligence. One can be intelligent without being particularly logical.

One of the most striking things one finds about the child under 7-8 is his extreme assurance on all subjects.

Play is the work of childhood.

The child of three or four is saturated with adult rules. His universe is dominated by the idea that things are as they ought to be, that everyone's actions conform to laws that are both physical and moral - in a word, that there is a Universal Order.

The child often sees only what he already knows. He projects the whole of his verbal thought into things. He sees mountains as built by men, rivers as dug out with spades, the sun and moon as following us on our walks.

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.

The main functions of intelligence, that of inventing solutions and that of verifying them, do not necessarily involve one another. The first partakes of imagination; the second alone is properly logical.

Moral autonomy appears when the mind regards as necessary an ideal that is independent of all external pressures.

Equilibrium is the profoundest tendency of all human activity.

Punishment renders autonomy of conscience impossible.

I try to ground most of my characters in reality somehow. That's kind of what I bring to the table.

Generally students are the best vehicles for passing on ideas, for their thoughts are plastic and can be molded and they can adjust the ideas of old men to the shape of reality as they find it in villages and hills of China or in ghettos and suburbs of America.

Without art, the crudeness of reality would make the world unbearable.

We must admit with humility that, while number is purely a product of our minds, space has a reality outside our minds, so that we cannot completely prescribe its properties a priori.

Sometimes you get caught up in what's going on around you. The reality is that you are just a regular person. At some point, the career will be over, the bright lights turn off. That can come back to haunt you if you're not just a regular guy.

It's about the power of design and the power of the human spirit. It's above paying anybody to do something stupid for money like reality television does - like ambushing people.

I mean, the reality is unemployment today - over 14 million Americans are unemployed. That's exactly what it was a year ago. I mean, this - the American people know we can't borrow and spend and bail our way back to a growing economy.

There is only one admirable form of the imagination: the imagination that is so intense that it creates a new reality, that it makes things happen.

And then, I suppose, there's also a cinematic reality on top of that. Because it was extremely difficult to keep tabs on, it was quite confusing acting that.

In reality, the most important things happen when you don't look for them.

What I would have liked to do on that show was play a secretary of state who has huge personal business interests throughout the world. That, to me, seems to be more in synch with reality.

From a reality perspective, I'm sure part of that is true, but this is the largest blackout in U.S. history. If that is not a signal that we have got a problem that needs to be fixed, I don't know what is.

It's one of the things that looks good written down, but the reality is that you think about the pieces you're doing and try to bear in mind everyone in the audience.

I found a religion that blended scientific reason with spiritual reality in a unifying faith far removed from the headlines of violence, destruction and terrorism.