“[R]arely is the question asked: Are… is our children learning?”

As quoted in The 21st Century Elementary Library Media Program (2009) by Carl A. Harvey, p. 3

Source: The Ringworld Engineers (1980), p. 59

Source: The Emperor's New Mind (1989), Ch. 10, Where Lies the Physics of the Mind?, p. 448–9 (p. 580 in 1999 edition).
Context: Beneath all this technicality is the feeling that it is indeed "obvious" that the conscious mind cannot work like a computer, even though much of what is involved in mental activity might do so.
This is the kind of obviousness that a child can see—though the child may, later in life, become browbeaten into believing that the obvious problems are "non-problems", to be argued into nonexistence by careful reasoning and clever choices of definition. Children sometimes see things clearly that are obscured in later life. We often forget the wonder that we felt as children when the cares of the "real world" have begun to settle on our shoulders. Children are not afraid to pose basic questions that may embarrass us, as adults, to ask. What happens to each of our streams of consciousness after we die; where was it before we were born; might we become, or have been, someone else; why do we perceive at all; why are we here; why is there a universe here at all in which we can actually be? These are puzzles that tend to come with the awakenings of awareness in any one of us — and, no doubt, with the awakening of self-awareness, within whichever creature or other entity it first came.

CNBC: "Silicon Valley pioneer Scott McNealy: Tech is 'unstoppable' and part of our lives more than ever" https://www.cnbc.com/2018/02/09/silicon-valley-pioneer-scott-mcnealy-tech-is-unstoppable.html (9 February 2018)

Source: New Seeds of Contemplation

as quoted in " Students should rebel, challenge status quo to innovate, says Prakash Javadekar http://timesofindia.indiatimes.com/india/Students-should-rebel-challenge-status-quo-to-innovate-says-Prakash-Javadekar/articleshow/53098941.cms", Times of India (07 July 2016)

2000s, 2009, Interview with Neil Cavuto (2009)

Language Education in a Knowledge Context (1980)
Context: In the development of intelligence nothing can be more "basic" than learning how to ask productive questions. Many years ago, in Teaching as a Subversive Activity, Charles Weingartner and I expressed our astonishment at the neglect shown in school toward this language art.... The "back to the basics" philosophers rarely mention it, and practicing teachers usually do not find room for it in their curriculums. …all our knowledge results from questions, which is another way of saying that question-asking is our most important intellectual tool… There are at present no reading tests anywhere that measure the ability of students to address probing questions to the particular texts they are reading... What students need to know are the rules of discourse which comprise the subject, and among the most central of such rules are those which govern what is and what is not a legitimate question.