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.

The notion of multiple literacies recognized that there are many ways of being-and of becoming-literate, and that how literacy develops and how it is used depend on the particular social and cultural setting.

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

Knowledge is justified belief.

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 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.