Knowledge is a background of consciousness which gives meaning to the stream of sense-impressions that impinge against it.

The mistake people make about this is that they're measuring effects of language without thinking about the readers.

So now you're not running a school for the sake of the kids. You're running a school for the sake of the teachers who are in it.

"The improvements made by the dead form a debt against the living."

Most of the time, if you no longer trust the experts, you've started trusting someone's uncle.

It is not a given, once we turn a rigorous, scientific eye to the question, that the difference between 'knowing' and 'understanding' matters at all to the study of learning.

"If I have seen further, it is by standing on the shoulders of giants."

Young children have a 'natural pedagogy' that looks like explicit instruction.

We need to recognize how our biases for individualism tip us toward misunderstanding and rejecting reality—and the study of reality, science.

Get the education consultants and academy out of the way and let teachers do what they want to do—(mostly) direct instruction.

Intellectual humility is simply recognizing that something that you believe might, in fact, be wrong.

Your students are boiling cauldrons of contradictions and three-dimensionality, but so are you.

"We need to be bound by our traditions, but we need to be judicious in their re-representation and update."

Why should anyone think that making instruction less explicit would increase understanding?

Have we intentionally built a society that gives people little guidance on how to perform the most important activities of life?

Ideas can be more easily transmitted if we already are part of a group with much shared understanding.

We need to coordinate even before we collaborate, and rules and conventions are excellent means of doing so.

It is advantageous to the group if everyone can agree on the identity and meaning of objects.

Our drive to affiliate is so strong that the benefits must outweigh the costs.

Learning through observing the behavior of another individual is adaptive, as it provides a shortcut to finding a solution, and so avoids the costly process of trial and error learning.