Grasping the structure of a subject is understanding it in a way that permits many other things to be related to it meaningfully. To learn structure in short, is to learn how things are related.

We are only now on the threshold of knowing the range of the educability of man-the perfectibility of man. We have never addressed ourselves to this problem before.

Good teaching is forever being on the cutting edge of a child's competence.

There is a deep question whether the possible meanings that emerge from an effort to explain the experience of art may not mask the real meanings of a work of art.

Stimuli, however, do not act upon an indifferent organism.

Knowledge helps only when it descends into habits.

"Thinking about thinking" has to be a principle ingredient of any empowering practice of education.