Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds.

The disposition to continue to learn throughout life is perhaps one of the most important contributions that schools can make to an individual's development.

Schools are not about enabling children to have a living but about children being able to have a life.

We have inadvertently designed a system in which being good at what you do as a teacher is not formally rewarded, while being poor at what you do is seldom corrected nor penalized.

The limits of our language do not define the limits of our cognition.

The arts make vivid the fact that words do not, in their literal form or number, exhaust what we can know. The limits of our language do not define the limits of our cognition.

The needs of children during adolescence are particular and acute. They need an opportunity to develop a sense of identity and to maintain the sense of security that emanates from group acceptance.