We are all taught that somehow this information is inside them and that we need to draw it out.

If there ever was a Copernican moment in the history of humankind, this was it.

Speakers always come into a conversation from the two sides of an experiential gap. The gap is where the conversation takes place.

The functional specificity of language lies in the very particular functional strategy it employs. It is dedicated to the systematic instruction of imagination.

Imitation remains a powerful force in your life, even as an adult, and when educators turn up their noses at imitation, they are getting people wrong.

In a rapidly changing environment, copying the effective behaviors of knowledgeable others could be a much more effective learning strategy.

Judging by their methods and their talents, we would do well to think of children not as scientists, but as anthropologists.

Your ability to retain and reproduce without understanding gives you time to reach that understanding.

Research outside of cognitive science tends to support findings in cognitive science, not contradict them.

Transmission and reinvention need not exclude each other.

Imitation—as the term is used in the literature—is not mindless parroting or mimicry.

Ostensive communication plays an especially pivotal role in the pervasiveness of human culture.

Educational progress relies less directly on inexorable technological advance and more on social institutions and behavioral change.

Why not start with an effective instructional orientation and tweak it rather than doubling down on ineffective pedagogy?

Words serve as tools to emphasize particular ways of thinking that were already available.

Most of what we know is a result of social transmissions from our superiors in status and knowledge.

Natural, hardwired dispositions of the brain are replaced by private formats that have to be worked at to be discovered and appreciated.

Child-centered, developmental education can easily lead to self-centered adulthood.

The Founders' resistance was not to book learning, but to the unearned authority of priestly dogma.

Effective communication requires the speaker to take into account the knowledge and perspective of the listener.