Piaget peeks into the role of subjectivity and knowledge building

For Piaget, there's no way to dissociate cognition from affection, given that intelleuctual development stems from these two elements: affection and cognition are inseparable and interwoven in all symbolic and sensory-motor actions. Affection addresses feelz -a communication channel through which hankerings, needs, qualms, fears are relayed. There cannot be behaviour shaped from affection alone, with no accompanying cognitive element. It's just as unlikely to find behaviour crafted out of cognition only. Even though both cognition and affection are entwined in some given behaviour, they look different as for their nature... It's clear that the affective factors are actually involved in the most abstract forms of intelligence. In order for a scholar to solve an algebra problem, there should be either intrinsic interest in addition to
extrinsic interest or a starting want. While at work, pleasure states, disappointment, anxiety, as much as a sense of faigue, struggle and dullness warp into the scene. Upon completion of his chore, feelings of success or failure might occur; and at length, the student may experience aesthetic feelings rising springing from the coherency of his solution. (WADSWORTH, 1997, p. 37).

Learning calls for feelz: desirable and unwanted ones alike. It demands tenderness that goes beyond the outside realm of physicial touch; learning in its truest sense overreaches the soul in an entreaty to allow dreams to come to fruition through the power of knowledge. We learn through our senses, which enables us to accept the overt array of opportunities the world has to offer us. Its calling draws us forth and although we may halt at times, the process carries on.

Learning is akin to an intermittent saunter: we have to start over daily. 

Henceforth, affection and emotions cannot be cast aside or refused in the educational process. For Piaget, intellectual development and affectivity possess two relevant aspects to be visualised vis à vis their intertwining relationship:
drive for the intelelctual activity and selection:

- drive for intellectual motivation: in order for an intellectual endeavour to set in, it requires a triggering, a desiring factor, that is, something should switch on the motivation for knowledge.

-selection: an intelelctual activity converges onto situations or particular objects; interest relates to a desire for something. For Piaget, what spurs selection is affectivity and interest and not the cognitive activities unto themselves.

It can be inferred thus that affectivity for Piaget means to gudie: from affection to knowledge, from hardships to potentiality, from insecurity to confidence, from certainties to problematisations. Hence, one can understand affectivity as one of the underpinnings of desires, interests and concrete deeds. The role
allotted for affectivity in cognitive functioning is to either stall or speed up this very functioning, paving the way for new frameworks to flourish or promoting inhibitions and blocks.