Knowledge is no longer an immobile solid; it has been liquefied. it is actively moving in all the currents of society itself

A large part of the art of instruction lies in making the difficulty of new problems large enough to challenge thought, and small enough so that, in addition to the confusion naturally attending the novel elements, there shall be luminous familiar spots from which helpful suggestions may spring.

One can think effectively only when one is willing to endure suspense and to undergo the trouble of searching.

Some experiences are mis-educative. Any experience is mis-educative that has the effect of arresting or distorting the growth of further experience.

That the great majority of those who leave school should have some idea of the kind of evidence required to substantiate given types of belief does not seem unreasonable. Nor is it absurd to expect that they should go forth with a lively interest in the ways in which knowledge is improved and a marked distaste for all conclusions reached in disharmony with the methods of scientific inquiry.

The moment philosophy supposes it can find a final and comprehensive solution, it ceases to be inquiry and becomes either apologetics or propaganda.

In general, every stimulus directs activity. It does not simply excite it or stir it up, but directs it toward an object.