Those who have understanding seek to imitate examples.

There appears a gap between who students claim to hold as models and who the students actually appear to imitate.

Our behavior is, often subtly, brought in line with the behavior of another person.

We usually imitate—automatically—and not doing it is the exception.

Students are not hardwired to helplessly mimic your incompetent authority.

The social forces of any real importance at any period are composed of the imitations of ancient inventions.

The objective, externally measured evidence of learner-centered pedagogy is rather thin.

Imitation plays a role in societies analogous to that of heredity in organic life.

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.