“Since most subjects studied in school consist largely of theories… language education must include not only the serious study of what truth and falsehood mean in the context of a subject, but also what is meant by a fact, an inference, an assumption, a judgment, a generalization… In this way students will be learning both the language of a subject and the methods of inquiry in that subject, since inquiry consists of nothing else but the generation of questions, the invention of definitions and metaphors, the separation of facts from inferences, the forming of generalizations…”

Language Education in a Knowledge Context (1980)
Context: The meaning I have given here to "language education" represents it as a form of metaeducation. That is, one learns a subject and, at the same time, learns what the subject is made of.... If it be said that such learning will prevent students from assimilating the facts of a subject, my reply is that this is the only way by which the facts can truly be assimilated. For it is not education to teach students to repeat sentences they do not understand so that they may pass examinations. That is the way of the computer. I prefer the student to be a programmer.

Comment: The principles of administration Fayol presented in this publication (p. 912-916) were:
# Unity of command
# Hierarchical transmission of orders (chain-of-command)
# Separation of powers - authority, subordination, responsibility and control
# Centralization
# Order
# Discipline
# Planning
# Organization chart
# Meetings and reports
# Accounting
Comment: Wren, Boyd and Bedeian (2002) commented with the words: "This previously untranslated and unpublished 1908 presentation from Henri Fayol’s personal papers indicates the progress he had made in developing his theory of administration."
Source: L’exposé des principes généraux d’administration, 1908, p. 912

Language Education in a Knowledge Context (1980)

77
The Sublime Object of Ideology (1989)

Global Ideas from Pluto's Challenger (May 21, 2009)
Context: The best educators are the ones that inspire their students. That inspiration comes from a passion that teachers have for the subject they're teaching. Most commonly, that person spent their lives studying that subject, and they bring an infectious enthusiasm to the audience.I think many people have that enthusiasm, but they are prevented from being teachers because they didn't go through the teacher mill. Now you have teachers who have been through the teacher mill, yet they have no capacity to inspire anyone at all. It's the inspired student that continues to learn on their own. That's what separates the real achievers in the world from those who pedal along, finishing assignments.

William of Baskerville
Source: The Name of the Rose (1980)
Context: Books are not made to be believed, but to be subjected to inquiry. When we consider a book, we mustn't ask ourselves what it says but what it means...

1860s, Reply to an Emancipation Memorial (1862)
Context: The subject presented in the memorial is one upon which I have thought much for weeks past, and I may even say for months. I am approached with the most opposite opinions and advice, and that by religious men, who are equally certain that they represent the Divine will. I am sure that either the one or the other class is mistaken in that belief, and perhaps in some respects both. I hope it will not be irreverent for me to say that if it is probable that God would reveal his will to others, on a point so connected with my duty, it might be supposed he would reveal it directly to me; for, unless I am more deceived in myself than I often am, it is my earnest desire to know the will of Providence in this matter. And if I can learn what it is I will do it! These are not, however, the days of miracles, and I suppose it will be granted that I am not to expect a direct revelation. I must study the plain physical facts of the case, ascertain what is possible, and learn what appears to be wise and right.
The subject is difficult, and good men do not agree.

Source: Sustainable History and the Dignity of Man (2009), p.108

Source: Classification and indexing in science (1958), Chapter 1: The need for classification, p. 12-13.