Knowledge is justified belief.

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

There is, perhaps, one universal truth about all forms of human cognition: the ability to deal with knowledge is hugely exceeded by the potential knowledge contained in man's environment. To cope with this diversity, man's perception, his memory, and his thought processes early become governed by strategies for protecting his limited capacities from the confusion of overloading. We tend to perceive things schematically, for example, rather than in detail, or we represent a class of diverse things by some sort of averaged "typical instance.

It is sentimentalism to assume that the teaching of life can always be fitted to the child's interests, just as it is empty formalism to force the child to parrot the formulas of adult society. Interests can be created and stimulated.

Knowledge is justified belief.

Education must, be not only a transmission of culture but also a provider of alternative views of the world and a strengthener of the will to explore them.

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.