76 Quotes by John Holt

Only to the degree that people have what they need, that they are healthy and unafraid, that their lives are varied, interesting, meaningful, productive, joyous, can we begin to judge, or even guess, their nature. Few people, adults or children, now live such lives.

Any child who can spend an hour or two a day, or more if he wants, with adults that he likes, who are interested in the world and like to talk about it, will on most days learn far more from their talk than he would learn in a week of school.

We all have greater powers than we think; that whatever we want to learn or learn to do, we probably can learn; that our lives and our possibilities are not determined and fixed by what happened to us when we were little, or by what experts say we can or cannot do.

It is not easy to find out what we like or want, when all our lives other people have been hard at work not just to make us do what they want, but to make us think that we want to do it.

The things we know and believe are a part of us. We feel we have always known them. Almost anything else, anything that doesn’t fit into our structure of knowledge, our mental model of reality, is likely to seem strange, wild, fearful, dangerous and impossible. People defend what they are used to even when it is hurting them.

What we do in our lives and our work is greatly infuenced by metaphors-the pictures we have in our minds about how the world works or ought to work. Often these images are more real to us than reality itself.

For a long time I have been interested in my own thoughts, feelings, and motives, eager to know as much as I can of the truth about myself. After many years, I think that at most I may know something about a very small part of what goes on in my own head. How preposterous to imagine that I can know what goes on in someone else's.

If we try to make children fantasize, these fake fantasies, like the ready-made fantasies of TV, will in time drive out most of their true fantasies, the ones that come from their experience in the world and their need to make sense of it and become at home in it.

With the bike right before them, they could not see how it was put together, or if they could, could not hold that knowledge in mind long enough to transfer it to paper. It seemed as if their schooling had been for so long so far removed from reality that they were no longer able to see reality, to grasp it, to come to grips with it.