The will to learn is an intrinsic motive, one that finds both its source and its reward in its own exercise.

学习的意愿是一种内在动机，其来源和奖励都在于其自身的实践。

We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself.

我们教授一门学科不是为了培养关于该学科的小型活图书馆，而是让学生自己学会数学思考。

The function of education is to help us go beyond what is given, to transcend the immediate.

教育的功能是帮助我们超越给定的东西，超越眼前的东西。

The child is not a passive recipient of knowledge but an active participant in the learning process.

儿童不是知识的被动接受者，而是学习过程的积极参与者。

The best way to create interest in a subject is to render it worth knowing, which means to make the knowledge usable.

激发对一门学科兴趣的最好方法是使其值得了解，这意味着要使知识可用。

Learning is not simply the accumulation of knowledge but the transformation of understanding.

学习不仅仅是知识的积累，而是理解的转变。

The act of discovery is not reserved for the genius alone.

发现的行为并不只为天才保留。

Education must, be not only a transmission of culture but also a provider of alternative views of the world and a strengthener of the will to explore.

教育不仅必须是文化的传播者，而且还必须提供对世界的另类看法，并增强探索的意志。

The essence of creativity is figuring out how to use what you already know in order to go beyond what you already think.

创造力的本质是弄清楚如何利用你已经知道的东西来超越你已有的想法。

We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.

我们从这样的假设开始：任何学科都可以以某种智力上诚实的形式有效地教给处于任何发展阶段的任何孩子。