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

In reference to right answers - Knowing is a process, not a product.

Surely knowledge of the natural world, knowledge of the human condition, knowledge of the nature and dynamics of society, knowledge of the past so that one may use it in experiencing the present and aspiring to the future--all of these, it would seem reasonable to suppose, are essential to an educated man. To these must be added another--knowledge of the products of our artistic heritage that mark the history of our esthetic wonder and delight.

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

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.

Passion, like discriminating taste, grows on its use. You more likely act yourself into feeling than feel yourself into action.

We are only now on the threshold of knowing the range of the educability of man-the perfectibility of man. We have never addressed ourselves to this problem before.