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The will to learn is an intrinsic motive, one that finds both its source and its reward in its own exercise.

學(xué)習(xí)的意愿是一種內(nèi)在動(dòng)機(jī)，其來源和獎(jiǎng)勵(lì)都在于其自身的實(shí)踐。

We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself.

我們教授一門學(xué)科不是為了培養(yǎng)關(guān)于該學(xué)科的小型活圖書館，而是讓學(xué)生自己學(xué)會(huì)數(shù)學(xué)思考。

The function of education is to help us go beyond what is given, to transcend the immediate.

教育的功能是幫助我們超越給定的東西，超越眼前的東西。

The child is not a passive recipient of knowledge but an active participant in the learning process.

兒童不是知識(shí)的被動(dòng)接受者，而是學(xué)習(xí)過程的積極參與者。

The best way to create interest in a subject is to render it worth knowing, which means to make the knowledge usable.

激發(fā)對(duì)一門學(xué)科興趣的最好方法是使其值得了解，這意味著要使知識(shí)可用。

Learning is not simply the accumulation of knowledge but the transformation of understanding.

學(xué)習(xí)不僅僅是知識(shí)的積累，而是理解的轉(zhuǎn)變。

The act of discovery is not reserved for the genius alone.

發(fā)現(xiàn)的行為并不只為天才保留。

Education must, be not only a transmission of culture but also a provider of alternative views of the world and a strengthener of the will to explore.

教育不僅必須是文化的傳播者，而且還必須提供對(duì)世界的另類看法，并增強(qiáng)探索的意志。

The essence of creativity is figuring out how to use what you already know in order to go beyond what you already think.

創(chuàng)造力的本質(zhì)是弄清楚如何利用你已經(jīng)知道的東西來超越你已有的想法。

We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.

我們從這樣的假設(shè)開始：任何學(xué)科都可以以某種智力上誠(chéng)實(shí)的形式有效地教給處于任何發(fā)展階段的任何孩子。