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.

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.

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

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.

Agency presupposes choice.

The agentive mind is not only active in nature, but it seeks out dialogue and discourse with other active minds. And it is through this dialogic, discursive process that we come to know the Other and his points of view, his stories. We learn an enormous amount not only about the world but about ourselves by discourse with Others.

The young child approaching a new subject or anew problem is like the scientist operating at the edge of his chosen field.