Learners are encouraged to discover facts and relationships for themselves.

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

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

Surely knowledge of the natural world, knowledge of the human condition, knowledge of the nature and dynamics of society, knowledge of the past so that one may use it in experiencing the present and aspiring to the future--all of these, it would seem reasonable to suppose, are essential to an educated man. To these must be added another--knowledge of the products of our artistic heritage that mark the history of our esthetic wonder and delight.

We cannot, even given our most imaginative efforts, construct a concept of Self that does not impute some causal influence of prior mental states on later ones.

Being able to "go beyond the information" given to "figure things out" is one of the few untarnishable joys of life.

Organizing facts in terms of principles and ideas from which they may be inferred is the only known way of reducing the quick rate of loss of human memory.