Knowledge Is Justified Belief.

We Cannot, Even Given Our Most Imaginative Efforts, Construct A Concept Of Self That Does Not Impute Some Causal Influence Of Prior Mental States On Later Ones.

"thinking About Thinking" Has To Be A Principle Ingredient Of Any Empowering Practice Of Education.

Rather, The Master Question From Which The Mission Of Education Research Is Derived: What Should Be Taught To Whom, And With What Pedagogical Object In Mind? That Master Question Is Threefold: What, To Whom, And How? Education Research, Under Such A Dispensation, Becomes An Adjunct Of Educational Planning And Design. It Becomes Design Research In The Sense That It Explores Possible Ways In Which Educational Objectives Can Be Formulated And Carried Out In The Light Of Cultural Objectives And Values In The Broad.

We Need To Conceive Of Ourselves As "agents" Impelled By Self-generated Intentions.

The Shrewd Guess, The Fertile Hypothesis, The Courageous Leap To A Tentative Conclusion - These Are The Most Valuable Coins Of The Thinker At Work. But In Most Schools Guessing Is Heavily Penalized And Is Associated Somehow With Laziness.