We carry with us habits of thought and taste fostered in some nearly forgotten classroom by a certain teacher.

Stimuli, however, do not act upon an indifferent organism.

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.

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.

It is sentimentalism to assume that the teaching of life can always be fitted to the child's interests, just as it is empty formalism to force the child to parrot the formulas of adult society. Interests can be created and stimulated.

Knowledge helps only when it descends into habits.

Knowledge is justified belief.