Information is now a commodity that can be bought and sold, or used as a form of entertainment, or worn like a garment to enhance one's status. It comes indiscriminately, directed at no one in particular, disconnected from usefulness; we are glutted with information, drowning in information, have no control over it, don't know what to do with it.

It is inescapable that every culture must negotiate with technology, whether it does so intelligently or not. A bargain is struck in which technology giveth and technology taketh away.

I mean to suggest that without a transcendent and honorable purpose, schooling must reach its finish, and the sooner we are done with it, the better.

Public schooling does not serve a public; it creates a pubic.

School has never really been about individualized learning, but about how to be socialized as a citizen and as a human being, so that we, we have important rules in school, always emphasizing the fact that one is part of a group.

The problem in the 19th century with information was that we lived in a culture of information scarcity, and so humanity addressed that problem beginning with photography and telegraphy and the - in the 1840s. We tried to solve the problem of overcoming the limitations of space, time, and form.

Education Research: This is a process whereby serious educators discover knowledge that is well known to everybody, and has been for several centuries. Its principal characteristic is that no one pays any attention to it.