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Learning from mistakes necessitates one first admit a mistake. That’s one reason such learning is a rarely-honed skill.

Don’t confuse a possible interpretation with a logical inference.

“Context matters. Truth is a circumstance, not a spot.” -Stephen Jay Gould

I always get worried when leaders say, “We need to be realistic.” They lack vision, capacity, understanding... are unwilling to take risk... are heavily invested in the status quo. Of course they might also understand limiting resources or other institutional factors I do not.

The most technology-literate are almost the most cautious adopters if it.

If it cannot be reduced to an algorithm, you are on the right track as a teacher.

Efficient decisions are made by groups comprising individuals who think the same. But often those decisions are misguided because they all missed some important factor.

Beware the advocates incapable of or unwilling to be critical of that which they promote.

“Ideas can be different, brilliant, subtle, and wrong....”

Errors arising from inattentiveness are different from those arising from misunderstanding, and they must be addressed differently.

Vague and incomplete answers must be questioned in the classroom.

William James' First Principle of Perception: “Whilstvpart of what we perceive comes through our senses from the object before us, another part (and it may be the larger part) always comes out of our mind.”

“Exploration and creativity is a right.” Hmmm... Yeah, this seems to make sense, but it may have some unforeseen consequences.

So much we want and need to become is grounded in curiosity. Think about that when planning your lessons.

Philanthropy is fine. Paying taxes is better.

One sure way to make a "data person" freak out is to ask about the potential sources of error in their measurements.

We should be embarrassed as a nation that so many must turn to Donor’s Choose.

Formative assessment has 6 syllables... feedback has 2. Let’s be clear about what we are doing. Give feedback.

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