“Whenever we engage in consumption or production patterns which take more than we need, we are engaging in violence.”

“We should take notice of that in others which is good, to their praise, that by so doing we may lay engagements upon them to abound therein more and more.”

“Engagement, and its relationship to the accumulation and processing of information, is a little-studied phenomenon, representing as it does, individual skills rather than those that can be measured in a group of people. Currently, our understanding and measurement of human intellectual capacity is oriented toward group skills and toward activities that can be elicited on command, regardless of the state of engagement. Indeed, being able to engage one's focus on the questions of the examiner, rather than on one's own interest, is the primary measure of test-taking ability, and test-taking ability is the primary measure of intelligence. When we find that animals do not do well when compared to people in this way, we must not assume that we have really measured their intellect. Perhaps we have measured only our own limited ability to engage them.”

“I argue here and throughout this book that if we engage students in real writing tasks and we use technology in such a way that it complements their innate need to find purposes and audiences for their work, we can have them engaged in a digital writing process that focuses first on the writer, then on the writing, and lastly on the technology” (8).”

“Art is an act of the soul, not the intellect. When we are dealing with people's dreams - their visions, really - we are in the realm of the sacred. We are involved with forces and energies larger than our own. We are engaged in a sacred transaction of which we know only a little: the shadow, not the shape.”

“Student engagement is the product of motivation and active learning. It is a product rather than a sum because it will not occur if either element is missing.”