Seventeen of the educators used the word joy to describe their own experiences of this unorthodox teaching method.

The tendency throughout the Middle Ages is to see words in the first instance as single letters variously combined in syllables.

From what it knows the mind fashions things unknown.

What we now call "using our imagination," medieval people called "recollection," and they were neither wrong nor foolish to do so.

One cannot know or even think about what one does not "have in mind."

They shared a common education and consequently a common store of res memorabiles.

Even though inquiry-based learning is considered a type of active learning, the evidence on the benefits of active learning does not generalize to this method.

Constellations are mnemotechnical tools.

The arts of memory are among the arts of thinking, especially involved with fostering the qualities we now revere as imagination and creativity.

The whole usefulness of education consists only in the memory of it.

It's hard to imagine today how we can ever get back to valuing the formation of memory in education.

Practitioners are, for the most part, taught to pick one side and they overwhelmingly choose that one side . . . obediently.

What best explains the ratchet effect is a lot of imitation and a little bit of innovation.

The ability to teach arises spontaneously at an early age without any apparent instruction and it is common to all human cultures.

Creativity is a consequence of expertise rather than expertise being a hindrance to creativity. To produce something novel and useful it is necessary first to master the previous knowledge in the domain.

Researchers discovered that, in a rapidly changing environment, copying the effective behaviors of knowledgeable others could be a much more effective learning strategy than learning directly from the environment.