Understanding one another means that objects, including sounds, have the same value for both with respect to carrying on a common pursuit.

We rarely recognize the extent in which our conscious estimates of what is worth while and what is not, are due to standards of which we are not conscious at all.

There is more than a verbal tie between the words common, community, and communication.

When "reality" is sought for at large, it is without intellectual import; at most the term carries the connotation of an agreeableemotional state.

The notion that "applied" knowledge is somehow less worthy than "pure" knowledge, was natural to a society in which all useful work was performed by slaves and serfs, and in which industry was controlled by the models set by custom rather than by intelligence. Science, or the highest knowing, was then identified with pure theorizing, apart from all application in the uses of life; and knowledge relating to useful arts suffered the stigma attaching to the classes who engaged in them.

Perhaps the greatest of all pedagogical fallacies is the notion that a person learns only the particular thing he is studying at the time.

Complete adaptation to environment means death. The essential point in all response is the desire to control environment.