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

The foundations of any subject may be taught to anybody at any age in some form.

Knowledge helps only when it descends into habits.

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

Rather, the master question from which the mission of education research is derived: What should be taught to whom, and with what pedagogical object in mind? That master question is threefold: what, to whom, and how? Education research, under such a dispensation, becomes an adjunct of educational planning and design. It becomes design research in the sense that it explores possible ways in which educational objectives can be formulated and carried out in the light of cultural objectives and values in the broad.

In time, and as one comes to benefit from experience, one learns that things will turn out neither as well as one hoped nor as badly as one feared.

We carry with us habits of thought and taste fostered in some nearly forgotten classroom by a certain teacher.