“Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue’s responsibility until it engulfs his pupils’ lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring.”

“Marco reported that homeless children [in Kublai Kahn's city of Daidu] were cared for and educated. While he says little about the system of education in China, we know from records of the time that Kublai Khan created thousands of public schools to provide a basic education for all children, including those of poor peasants. Until then, only the wealthy were literate. Kublai's bid at 'universal education' had never been attempted by any country on Earth. In the western world, nearly 500 years would pass before governments began to take responsibility for the public education of all children.”

“To confuse compulsory schooling with equal educational opportunity is like confusing organized religion with spirituality. One does not necessarily lead to the other. Schooling confuses teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new.”

“I suppose that in no educational institution can one become an educated person.”

“Three things are required at a university: professional training, education of the whole man, research. For the university is simultaneously a professional school, a cultural center and a research institute. People have tried to force the university to choose between these three possibilities. They have asked what it is that we really expect the university to do. Since, so they say, it cannot do everything it ought to decide upon one of these three alternatives. It was even suggested that the university as such be dissolved, to be replaced by three special types of school: institutes for professional training, institutes for general education possibly involving a special staff, and research institutes. In the idea of the university, however, these three are indissolubly united. One cannot be cut off from the others without destroying the intellectual substance of the university, and without at the same time crippling itself. All three are factors of a living whole. By isolating them, the spirit of the university perishes.”

“Indeed, education is one of the institutions most deserving of disruption--and with the greatest opportunities to come of it.”