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when the fierce, burning winds blow over our lives-and we cannot prevent them-let us, too, accept the inevitable. And then get busy and pick up the pieces.

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Jerome Bruner

Telling others about oneself is. . . no simple matter. It depends on what we think they think we ought to be like

Depends, Identity, Oneself, Ought, Simple, Thinking
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There is, perhaps, one universal truth about all forms of human cognition: the ability to deal with knowledge is hugely exceeded by the potential knowledge contained in man's environment. To cope with this diversity, man's perception, his memory, and his thought processes early become governed by strategies for protecting his limited capacities from the confusion of overloading. We tend to perceive things schematically, for example, rather than in detail, or we represent a class of diverse things by some sort of averaged "typical instance.

Memories, Men, Class, Confusion, Potential, Schematically

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.

Educational, Light, Design, Broad, Master, Cultural

Whoever reflects recognizes that there are empty and lonely spaces between one’s experiences.

Lonely, Space, Empty, Experiences, Reflects

We carry with us habits of thought and taste fostered in some nearly forgotten classroom by a certain teacher.

Teacher, Teaching, Taste, Carry, Classroom

Knowledge is justified belief.

Philosophy, Educational, Literature, Belief, Justified, Knowledge
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