In a word, learning is decontextualized. We break ideas down into tiny pieces that bear no relation to the whole. We give students a brick of information, followed by another brick, followed by another brick, until they are graduated, at which point we assume they have a house. What they have is a pile of bricks, and they don't have it for long.

Punishment and reward proceed from basically the same psychological model, one that conceives of motivation as nothing more than the manipulation of behavior.

Contrary to what you think, your company will be a lot more productive if you refuse to tolerate competition among your employees.

Children learn how to make good decisions by making decisions, not by following directions.

Children, after all, are not just adults-in-the-making. They are people whose current needs and rights and experiences must be taken seriously.

The late W. Edwards Deming, guru of Quality management, once declared, 'The most important things we need to manage can't be measured.' If that’s true of what we need to manage, it should be even more obvious that it’s true of what we need to teach.

Trying to be number one and trying to do a task well are two different things.