Understanding something in one way does not preclude understanding it in other ways.

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.

We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.

We are storytelling creatures, and as children we acquire language to tell those stories that we have inside us.

The notion of multiple literacies recognized that there are many ways of being-and of becoming-literate, and that how literacy develops and how it is used depend on the particular social and cultural setting.

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.

Knowledge helps only when it descends into habits.