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, 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.

The shrewd guess, the fertile hypothesis, the courageous leap to a tentative conclusion - these are the most valuable coins of the thinker at work. But in most schools guessing is heavily penalized and is associated somehow with laziness.

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.

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.

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.

Learners are encouraged to discover facts and relationships for themselves.