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.

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

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.

Rather, the master question from which the mission of education research is derived: What should be taught to whom, and with what pedagogical object in mind? That master question is threefold: what, to whom, and how? Education research, under such a dispensation, becomes an adjunct of educational planning and design. It becomes design research in the sense that it explores possible ways in which educational objectives can be formulated and carried out in the light of cultural objectives and values in the broad.

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.

In time, and as one comes to benefit from experience, one learns that things will turn out neither as well as one hoped nor as badly as one feared.

Understanding something in one way does not preclude understanding it in other ways.