Nothing is harder to topple than a fact that supports a deeply held prejudice denied by its holder.

Managers who don't know how to measure what they want settle for wanting what they can measure.

Traditional education focuses on teaching, not learning. It incorrectly assumes that for every ounce of teaching there is an ounce of learning by those who are taught. However, most of what we learn before, during, and after attending schools is learned without its being taught to us. A child learns such fundamental things as how to walk, talk, eat, dress, and so on without being taught these things. Adults learn most of what they use at work or at leisure while at work or leisure. Most of what is taught in classroom settings is forgotten, and much or what is remembered is irrelevant.

The future is better dealt with using assumptions than forecasts.

In systems thinking, increases in understanding are believed to be obtainable by expanding the systems to be understood, not by reducing them to their elements. Understanding proceeds from the whole to its parts, not from the parts to the whole as knowledge does.

Nothing is harder to topple than a fact that supports a deeply held prejudice denied by its holder.

So much time is currently spent in worrying about the future that the present is allowed to go to hell.