Learning results from what the student does and thinks, and only from what the student does and thinks. The teacher can advance learning only by influencing the student to learn.

A wealth of information creates a poverty of attention.

Engineers are not the only professional designers. Everyone designs who devises courses of action aimed at changing existing situations into preferred ones. The intellectual activity that produces material artefacts is no different fundamentally from the one that prescribes remedies for a sick patient or the one that devises a new sales plan for a company or a social welfare policy for a state.

Because he treats the world as rather empty and ignores the interrelatedness of all things (so stupefying to thought and action), administrative man can make decisions with relatively simple rules of thumb that do not make impossible demands upon his capacity for thought.

The engineer, and more generally the designer, is concerned with how things ought to be - how they ought to be in order to attain goals, and to function.

Mathematics is a language. We want scientists to be able to read it, speak it, and write it. But we are are not training them to be grammarians.

Innovation has a lot to do with your ability to recognise surprising and unusual phenomena.