During the earliest stages of thought, accommodation remains on the surface of physical as well as social experience.

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

The practice of narrative and argument does not lead to invention, but it compels a certain coherence of thought.

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.

Knowledge, then, is a system of transformations that become progressively adequate.

“Intelligence is what you use when you don't know what to do.”