Life, as the most ancient of all metaphors insists, is a journey; and the travel book, in its deceptive simulation of the journey's fits and starts, rehearses life's own fragmentation. More even than the novel, it embraces the contingency of things.
(Jonathan Raban (b. 1942), British author, critic. For Love and Money, pt. 5 (1987).)
Along the journey we commonly forget its goal. Almost every vocation is chosen and entered upon as a means to a purpose but is ultimately continued as a final purpose in itself. Forgetting our objectives is the most frequent stupidity in which we indulge ourselves.
(Friedrich Nietzsche (1844-1900), German philosopher, classical scholar, critic of culture. Friedrich Nietzsche, Sämtliche Werke: Kritische Studienausgabe, vol. 2, p. 642, eds. Giorgio Colli and Mazzino Montinari, Berlin, de Gruyter (1980). The Wanderer and His Shadow, aphorism 206, "Forgetting Our Objectives," (1880).)
Learning and teaching should not stand on opposite banks and just watch the river flow by; instead, they should embark together on a journey down the water. Through an active, reciprocal exchange, teaching can strengthen learning how to learn.
(Loris Malaguzzi (1920-1994), Italian early childhood education specialist. Quoted in The Hundred Languages of Children, ch. 3, by Carolyn Edwards (1993).)
The time passes so quickly during these full and active middle years that most people arrive at the end of middle age and the beginning of later maturity with surprise and a sense of having finished the journey while they were still preparing to commence it.
(Robert Havighurst (20th century), U.S. developmental psychologist. Developmental Tasks and Education, ch. 7 (1948).)