Roger Carl Schank (born 1946) is an American artificial intelligence theorist, cognitive psychologist, learning scientist, educational reformer, and entrepreneur.
Schools in the future will be judged less because of the credentials that they bestow, and more because of the experiences that they offer.
Humans are not ideally set up to understand logic; they are ideally set up to understand stories.
Interest is a terrible thing to waste.
Everything they teach in school is oriented so that they can test it to show that you know it, instead of taking note of the obvious, which is that people learn by doing what people want to do.
Questions are the important thing, answers are less important. Learning to ask a good question is the heart of intelligence. Learning the answer-well, answers are for students. Questions are for thinkers.
There is one very good reason to learn programming, but it has nothing to do with preparing for high-tech careers or with making sure one is computer literate in order to avoid being cynically manipulated by the computers of the future. The real value of learning to program can only be understood if we look at learning to program as an exercise of the intellect, as a kind of modern-day Latin that we learn to sharpen our minds.
Education in a deepest sense has always been about doing rather than about knowing.
The language of the culture also reflects the stories of the culture. One word or simple phrasal labels often describe the story adequately enough in what we have termed culturally common stories. To some extent, the stories of a culture are observable by inspecting the vocabulary of that culture. Often entire stories are embodied in one very culture-specific word. The story words unique to a culture reveal cultural differences.
We can tell people abstract rules of thumb which we have derived from prior experiences, but it is very difficult for other people to learn from these. We have difficulty remembering such abstractions, but we can more easily remember a good story. Stories give life to past experience. Stories make the events in memory memorable to others and to ourselves. This is one of the reasons why people like to tell stories.
Learning happens when someone wants to learn, not when someone wants to teach.
Learning is about failure and recovery from failure.
Learning to explain phenomena such that one continues to be fascinated by the failure of one's explanations creates a continuing cycle of thinking, that is the crux of intelligence. It isn't that one person knows more than another, then. In as sense, it is important to know less than the next person, or at least to be certain of less, thus enabling more curiosity and less explaining away because one has again encountered a well-known phenomenon. The less you know the more you can find out about, and finding out for oneself is what intelligence is all about.
In the end all we have. . . are stories and methods of finding and using those stories.