The facts are always friendly, every bit of evidence one can acquire, in any area, leads one that much closer to what is true.

Learning of all kinds goes on best, lasts best, and tends to lead itself on more when it grows out of a real focus of interest in the learner.

Over the years, however, the research evidence keeps piling up, and it points strongly to the conclusion that a high degree of empathy in a relationship is possibly the most potent and certainly one of the most potent factors in bringing about change and learning.

It is the client who knows what hurts, what directions to go, what problems are crucial, what experiences have been deeply buried.

Experience is, for me, the highest authority.

I have come to think that one of the most satisfying experiences I know — and also one of the most growth-promoting experiences for the other person — is just fully to appreciate this individual in the same way that I appreciate a sunset.

I believe that the testing of the student's achievements in order to see if he meets some criterion held by the teacher, is directly contrary to the implications of therapy for significant learning.