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.

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.

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.

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

The main characteristic of play - whether of child or adult - is not it content but its mode. Play is an approach to action, not a form of activity.

The essence of creativity is figuring out how to use what you already know in order to go beyond what you already think.

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.