Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.

We have already noticed the difference in the attitude of a spectator and of an agent or participant. The former is indifferent to what is going on; one result is just as good as another, since each is just something to look at. The latter is bound up with what is going on; its outcome makes a difference to him.

As societies become more complex in structure and resources, the need of formal or intentional teaching and learning increases.

Creative thinking will improve as we relate the new fact to the old and all facts to each other.

It is merely a linguistic peculiarity, not a logical fact, that we say "that is red" instead of "that reddens," either in the sense of growing, becoming, red, or in the sense of making something else red.

Any genuine teaching will result, if successful, in someone's knowing how to bring about a better condition of things than existed earlier.

Every thinker puts some portion of an apparently stable world in peril.