• It’s as though the teacher said something like this: “I can tell you that there’s something you need to know and I can tell you that with my help you can probably learn it. But I cannot tell you what it is in a way that you will understand. You must be willing therefore, to undergo certain experiences as I direct you to undergo them, so that you can learn what it is that you need to know and what I mean by the words I use. Then and only then can you make an informed choice about whether you wish to learn this new competence. If you are unwilling to step into this new experience without knowing ahead of time what it will be like, then I cannot help you. You must trust me. (p.66) Donald Schön
  • Once upon a time, schools could hope that children would go into the world, knowing how to do what they were taught. In a rapidly-changing world, they have to go out, knowing how to do what they were not taught that is to say, that to go out was the skill of learning to do work and deal with situations that have never existed before. Learning, learning is the ultimate slogan for education of the future.” Seymour Papert
  • I often quote a famous statement from one of MIT's great physicists, Victor Weisskopf, but it's a standard comment. He was often asked by students, "What are we going to cover this semester?" His standard answer was supposed to have been, "It doesn't matter what we cover; it matters what we discover." That's basically it: that's good teaching. It doesn't matter what you cover; it matters how much you develop the capacity to discover. You do that and you're in good shape. Noam Chomsky
  • My mother made made me a scientist without ever intending it. Every other Jewish mother in Brooklyn would ask her child after school, “So? Did you learn anything today?” But not my mother. She always asked me a different question. “Izzy,” she would say, “did you ask a good question today?” That difference - asking a good question - made me become a scientist. Isidor Isaac Rabi
  • The dominant technology defines the dominant learning tasks in a classroom. Alan Kay
  • I believe that education, therefore, is a process of living and not a preparation for future living. John Dewey
  • It is nothing short of a miracle that the modern methods of instruction have not entirely strangled the holy curiosity of inquiry. Albert Einstein
  • You cannot teach a man anything; you can only help him find it within himself. Galileo
  • A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron. Horace Mann
  • The opposite of play isn’t work. It’s depression. Brian Sutton-Smith
  • Do not seek to follow in the footsteps of the men of old; seek what they sought. Matsuo Basho
  • We shall not cease from exploration
    And the end of all our exploring
    Will be to arrive where we started
    And know the place for the first time. T.S. Eliot
  • Motivated, engaged, challenged, and successful students are well-behaved, not because they’ve been threatened but because they are too busy engaged in learning to misbehave. The goal of classroom management is not quiet classrooms, it’s productive students. Robert Slavin
  • You have to have an idea of what you are going to do, but it should be a vague idea. Pablo Picasso
  • Come to the edge. We can't, we are afraid. Come to the edge. We can't, we will fall. And they came to the edge. And he pushed them. And they flew. - Appolinaire
  • Most young children are naturally curious and highly imaginative … after children have attended school for a while, they become more cautious and less innovative. … Unfortunately it is necessary to conclude from the investigations of many scholars that our schools are the major culprits. Teachers, peers, and the educational system as a whole all diminish children's urge to express their creative possibilities. Dacey & Lennon
  • "If you get, give. If you learn, teach." Maya Angelou
  • "It's not what you know, but what your students know. It's not what you show, but what your students show."
  • "Learn the rules like a pro, so you can break them like an artist.- Pablo Picasso
  • "We do not learn from experience ... we learn from reflecting on experience." John Dewey
  • "It's like the beaver told the rabbit as they stared at the Hoover Dam: 'I didn't build it myself, but it's based on an idea of mine.'" - Charles Townes (later Jack Kilby)
  • "I know more about my ignorance than you know about yours." - Richard Saul Wurman.