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.

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.

Grasping the structure of a subject is understanding it in a way that permits many other things to be related to it meaningfully. To learn structure in short, is to learn how things are related.

Whoever reflects recognizes that there are empty and lonely spaces between one’s experiences.

I would urge that the yeast of education is the idea of excellence, and the idea of excellence comprises as many forms as there are individuals, each of whom develops his own image of excellence. The school must have as one of its principal functions the nurturing of images of excellence.

Apollo without Dionysus may indeed be a well-informed, good citizen but he's a dull fellow. He may even be 'cultured,' in the sense one often gets from traditionalist writings in education. . . . But without Dionysus he will never make and remake a culture.

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.