The interaction of knowledge and skills with experience is key to learning.

A response is not just a re-action, a protest, as it were, against being disturbed; it is, as the word indicates, an answer. It meets the stimulus, and corresponds with it.

For in spite of itself any movement that thinks and acts in terms of an ‘ism becomes so involved in reaction against other ‘isms that it is unwittingly controlled by them. For it then forms its principles by reaction against them instead of by a comprehensive, constructive survey of actual needs, problems, and possibilities.

If we learn not humility, we learn nothing.

The theory of the method of knowing which is advanced in these pages may be termed pragmatic. ... Only that which has been organized into our disposition so as to enable us to adapt the environment to our needs and adapt our aims and desires to the situation in which we live is really knowledge.

The intellectual content of religions has always finally adapted itself to scientific and social conditions after they have become clear.... For this reason I do not think that those who are concerned about the future of a religious attitude should trouble themselves about the conflict of science with traditional doctrines.

That which distinguishes the Soviet system both from other national systems and from the progressive schools of other countries is the conscious control of every educational procedure by reference to a single and comprehensive social purpose.