The action of the child inventing a new game with his playmates; Einstein formulating a theory of relativity; the housewife devising a new sauce for the meat, a young author writing his first novel; all of these are in terms of definition, Creative, and there is no attempt to set them in some order of more or less Creative.

If we value independence, if we are disturbed by the growing conformity of knowledge, of values, of attitudes, which our present system induces, then we may wish to set up conditions of learning which make for uniqueness, for self-direction, and for self-initiated learning.

The education situation which most effectively promotes significant learning is one in which (1) threat to the self of the learner is reduced to a minimum and (2) differential perception of the field of experience is facilitated

The genuinely significant creation, whether an idea, or a work of art, or a scientific discovery, is most likely to be seen at first as erroneous, bad, or foolish. Later it may be seen as obvious, something self-evident to all. Only still later does it receive its final evaluation as a creative contribution. It seems clear no contemporary mortal can satisfactorily evaluate a creative product at the time it is formed, and this statement is increasingly true the greater the novelty of the creation.

People only seriously consider change when they feel accepted for exactly who they are.

The purpose of adult education is to help them to learn, not to teach them all you know and thus stop them from learning.

Am I living in a way which is deeply satisfying to me, and which truly expresses me?