Abstract
<jats:p>The aim of this study is to demonstrate that the capacity for abstract thinking, which in Jean Piaget’s theory is associated with the development of logical-mathematical thinking, can be understood as a genetic epistemic ability that contributes to the formation of consciousness. The relationship between abstract thinking and self-reflection is presented as a dual process of internalization and alienation, considered both from the perspective of the development of the epistemic subject and from that of psychotherapeutic practice. It is argued that “negative” methodological self-reflection should be complemented by a positive, reconstructive, and reorganizing activity of the self through the use of abstract thinking. Finally, on the basis of an exposition of Piaget’s moral theory and the role assigned to abstract thinking within it, the initial thesis of the study is confirmed.</jats:p>