Getting people to think about what they think, and asking them questions about it, is the best way I know how to teach.

Getting people to think about what they think, and asking them questions about it, is the best way I know how to teach.

Real learning, attentive, real learning, deep learning, is playful and frustrating and joyful and discouraging and exciting and sociable and private all the time, which is what makes it great.

To know enough about things is one prerequisite for (having) wonderful ideas.

What I have learned from the teachers with whom I have worked is that, just as there is no simple solution to the arms race, there is no simple answer to how to work with children in the classroom. It is a matter of being present as a whole person, with your own thoughts and feelings, and of accepting children as whole people, with their own thoughts and feelings. It's a matter of working very hard to find out what those thoughts and feelings are, as a starting point for developing a view of a world in which people are as much concerned about other people security as they are about their own

Of all the virtues related to intellectual functioning, the most passive is the virtue of knowing the right answer. Knowing the right answer requires no decisions, carries no risks, and makes no demands. It is automatic. It is thoughtless

You don't want to cover a subject; you want to uncover it.