The planning of new educational institutions ought not to begin with the administrative goals of a principal or president, or with the teaching goals of a professional educator, or with the learning goals of any hypothetical class of people. It must not start with the question, “What should someone learn?” but with the question, “What kinds of thin

The students also observe that it is more difficult for a student reader who appears to be a skilled performer to convey authenticity—a paradoxical challenge in the practice of presence. You need to be good, even skilled at it, but you also have to convey the integrity of an authentic, congruent self.

But imaginative learning can co-exist with more classical learning.39 Where it takes us is to exercises or games that are more open, speculative and ambiguous. This is where we learn through questions as much as answers, and where the pleasure and satisfaction come from creating something new and uncertain, rather than alighting on the proven corre