“The labyrinth is conceived as a network of constructs, each of which is essentially an abstraction and, as such, can be picked up and laid down over many, many different events in order to bring them into focus and clothe them with personal meaning. Moreover, the constructs are subject to continual revision, although the complex interdependent relationship between constructs in the system often makes it precarious for the person to revise one construct without taking into account the disruptive effect upon major segments of the system.”

—  George Kelly (psychologist)

George A. Kelly, "Man's construction of his alternatives." Assessment of human motives (1958): 33-64.

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George Kelly (psychologist) photo
George Kelly (psychologist)20
American psychologist and therapist 1905–1967

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“It is important, then, to see confirmation, or the validation of one’s constructs, as securing a base upon which one can build major revisions of [one’s] construct system. This is why we so often cite security as necessary for broad advancement, whether in a person or in society. This is why the arts and sciences flourish at a higher level when nations and people are led to believe they are on the right track.”

George Kelly (psychologist) (1905–1967) American psychologist and therapist

Source: The function of interpretation in psychotherapy. 1959, p. 21

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“The whole difference between construction and creation is exactly this: that a thing constructed can only be loved after it is constructed; but a thing created is loved before it exists, as the mother can love the unborn child.”

G. K. Chesterton (1874–1936) English mystery novelist and Christian apologist

Appreciations and Criticisms of the Works of Charles Dickens Chapter III "Pickwick Papers" (1911)

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“To perceive is to construct intellectually, and if the child draws things as he conceives them, it is certainly because he cannot perceive them without conceiving them.”

Jean Piaget (1896–1980) Swiss psychologist, biologist, logician, philosopher & academic

Source: The Moral Judgment of the Child (1932), Ch. 2 : Adult Constraint and Moral Realism <!-- p. 185 -->
Context: To perceive is to construct intellectually, and if the child draws things as he conceives them, it is certainly because he cannot perceive them without conceiving them. But to give up gradually the spurious absolutes situated away and apart from the context of relations that has been built up during experience itself is the work of a superior kind of rationality. When the child comes to draw things as he sees them, it will be precisely because he has given up taking isolated objects in and for themselves and has begun to construct real systems of relations which take account of the true perspective in which things are connected.

“From the standpoint of the psychology of personal constructs we may define a disorder as any personal construction which is used repeatedly in spite of consistent invalidation.”

George Kelly (psychologist) (1905–1967) American psychologist and therapist

Source: The Psychology of Personal Constructs, 1955, p. 831

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“As is known, scientific physics dates its existence from the discovery of the differential calculus. Only when it was learned how to follow continuously the course of natural events, attempts, to construct by means of abstract conceptions the connection between phenomena, met with success. To do this two things are necessary: First, simple fundamental concepts with which to construct; second, some method by which to deduce, from the simple fundamental laws of the construction which relate to instants of time and points in space, laws for finite intervals and distances, which alone are accessible to observation”

Bernhard Riemann (1826–1866) German mathematician

can be compared with experience <br class="br">Die partiellen Differentialgleichungen der mathematischen Physik (1882) as quoted by Robert Édouard Moritz, Memorabilia Mathematica; Or, The Philomath&#x27;s Quotation-book https://books.google.com/books?id=G0wtAAAAYAAJ (1914) p. 239

“The biological organism and the social persona are profoundly different social constructions. The different systems of social practices, including discourse practices, through which these two notions are constituted, have their meanings, and are made use of, are radically incommensurable. The biological notion of a human organism as an identifiable individual unit of analysis depends on the specific scientific practices we use to construct the identity, the boundedness, the integrity, and the continuity across interactions of this unit. The criteria we use to do so: DNA signatures, neural micro-anatomy, organism-environment boundaries, internal physiological interdependence of subsystems, external physical probes of identification at distinct moments of physical time -- all depend on social practices and discourses profoundly different from those in terms of which we define the social person.
The social-biographical person is also an individual insofar as we construct its identity, boundedness, integrity, and continuity. But the social practices and discourses we deploy in these constructions are quite different. We define the social person in terms of social interactions, social roles, socially and culturally meaningful behavior patterns. We construct from these notions of the personal identity of an individual the separateness and independence of that individual from the social environment with which it transacts, the internal unity or integrity of the individual as a consistent persona, and the continuity of that persona across social interactions.”

Jay Lemke (1946) American academic

Source: Textual politics: Discourse and social dynamics, 1995, p. 68

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“Every act involves a discovery of finite beings and seeing them as such, one understands ever better the reality of God’s presence, since finiteness by itself would be insufficient. God is the continuous miracle. It may be said that if it is continuous it is no longer a miracle. But miracle there is, although it does not consist in any outstanding or exceptional event. The miracle is that without God all finite things and their mutual relationships fade away into abstractions – whereas with God, they live in our spirit, in a conscious relationship. The essential construction of reality lies in this and not in the activism of the materialists who have little awareness of the intimate religious relationship.”

Aldo Capitini (1899–1968) Italian philosopher and political activist

Hymn

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“The truth is that other systems of geometry are possible, yet after all, these other systems are not spaces but other methods of space measurements. There is one space only, though we may conceive of many different manifolds, which are contrivances or ideal constructions invented for the purpose of determining space.”

Paul Carus (1852–1919) American philosopher

Science, Vol. 18 (1903), p. 106, as reported in Memorabilia Mathematica; or, The Philomath&#x27;s Quotation-Book https://archive.org/stream/memorabiliamathe00moriiala#page/81/mode/2up, (1914), by Robert Edouard Moritz, p. 352

David Crystal photo

“The structural properties of the language are many and complex, but at least they are finite and fairly easy to identify: there are only so many sounds, letters, and grammatical constructions, and although there is a huge vocabulary, at least the units are determinate and manageable.”

David Crystal (1941) British linguist and writer

Source: The Cambridge Encyclopedia of the English Language, 1987, p. 286

Jean Piaget photo

“When the child comes to draw things as he sees them, it will be precisely because he has given up taking isolated objects in and for themselves and has begun to construct real systems of relations which take account of the true perspective in which things are connected.”

Jean Piaget (1896–1980) Swiss psychologist, biologist, logician, philosopher & academic

Source: The Moral Judgment of the Child (1932), Ch. 2 : Adult Constraint and Moral Realism <!-- p. 185 -->
Context: To perceive is to construct intellectually, and if the child draws things as he conceives them, it is certainly because he cannot perceive them without conceiving them. But to give up gradually the spurious absolutes situated away and apart from the context of relations that has been built up during experience itself is the work of a superior kind of rationality. When the child comes to draw things as he sees them, it will be precisely because he has given up taking isolated objects in and for themselves and has begun to construct real systems of relations which take account of the true perspective in which things are connected.

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