Salman Khan Quotes

I teach the way that I wish I was taught. The lectures are coming from me, an actual human being who is fascinated by the world around him. —Salman Khan

Don't waste inspiration

Can you imagine if someone told Einstein, Okay, wrap up this relativity thing, we’re moving on to European history? Or said to Michelangelo, Time’s up for the ceiling, now go paint the walls. Yet versions of this snuffing out of creativity and boundary-stretching thought happen all the time in conventional schools.

Personal responsibility is not only undervalued but actually discouraged by the standard classroom model, with its enforced passivity and rigid boundaries of curriculum and time. Denied the opportunity to make even the most basic decisions about how and what they will learn, students stop short of full commitment.

In character, in manner, in style, in all things, the supreme excellence is simplicity. —HENRY WADSWORTH LONGFELLOW

BEFORE CRITICIZING A WOMAN'S BODY, MAKE SURE THAT YOU ARE NO LESS THAN SALMAN KHAN, HRITHIK ROSHAN OR BRAD PITT.

for All Ages Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. The greatest thing in life is to keep your mind young. —HENRY FORD It is utterly false and cruelly arbitrary to put all the play and learning into childhood, all the work into middle age, and all the regrets into old age. —MARGARET MEAD

On the one hand, our society now views a college education as a gateway to employment; on the other hand, academia has tended to maintain a bias against the vocational.

Why has it been accepted as gospel for so long that homework is necessary? The answer, I think, lies not in the perceive virtues of homework but rather in the clear deficiencies of what happens in the classroom. Homework becomes necessary because not enough learning happens during the school day... The broadcast, one-pace-fits-all lecture... turns out to be a highly inefficient way to teach and learn.

My basic philosophy of teaching was straightforward and deeply personal. I wanted to teach the way I wished that I myself had been taught. Which is to say, I hoped to convey the sheer joy of learning, the thrill of understanding things about the universe. I wanted to pass along to students not only the logic but the beauty of math and science. Furthermore, I wanted to do this in a way that would be equally helpful to kids studying a subject for the first time and for adults who wanted to refresh their knowledge; for students grappling with homework and for older people hoping to keep their minds active and supple.

These are the kinds of curious, mysterious, and original minds that often end up making major contributions to our world; to reach their full potential, however, they need the latitude to follow their own oblique, nonstandard paths. That latitude is seldom found in a conventional, box-shaped classroom in which everyone is supposed to be doing the exact same lesson, and “differentness” is generally used as a negative.

In a traditional academic model, the time allotted to learn something is fixed while the comprehension of the concept is variable. Washburne was advocating the opposite. What should be fixed is a high level of comprehension and what should be variable is the amount of time students have to understand a concept.

Digital educators Salman Khan and Shantanu Sinha contend the world is on the verge of another “printing press moment,” which will break the elite’s grip on the essentials of education, making available to millions of aspiring learners online knowledge and ideas once restricted to the lecture halls of Harvard or Stanford.

Our schools should be the same—environments for safe experimentation, viewing failure as an opportunity for learning rather than a mark of shame.

In my view, no subject is ever finished. No concept is sealed off from other concepts. Knowledge is continuous; ideas flow.

You won’t be replaced by an AI, but you might be replaced by someone using AI

The world needs all the trained minds and bright futures it can get, and it needs them everywhere.

Education for All Ages Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. The greatest thing in life is to keep your mind young. —HENRY FORD It is utterly false and cruelly arbitrary to put all the play and learning into childhood, all the work into middle age, and all the regrets into old age. —MARGARET MEAD

Even as our world is being daily transformed by breathtaking innovations in science and technology, many people continue to imagine that math and science are mostly a matter of memorizing formulas to get “the right answer.” Even engineering, which is in fact the process of creating something from scratch or putting things together in novel and non-self-evident ways, is perplexingly viewed as a mechanical or rote subject. This viewpoint, frankly, could only be held by people who never truly learned math or science, who are stubbornly installed on one side of the so-called Two Culture divide. The truth is that anything significant that happens in math, science, or engineering is the result of heightened intuition and creativity. This is art by another name, and it’s something that tests are not very good at identifying or measuring. The skills and knowledge that tests can measure are merely warm-up exercises.

Many college courses in the humanities focus on discussion over lecture. Students read course material ahead of time and have a discussion in class. Harvard Business School took this to the extreme by pioneering case-based learning more than a hundred years ago, and many business schools have since followed suit. There are no lectures there, not even in subjects like accounting or finance. Students read a ten-to twenty-page description of a particular company’s or person’s circumstance—called a “case”—on their own time and then participate in a discussion/debate in class (where attendance is mandatory). Professors are there to facilitate the discussion, not to dominate it. I can tell you from personal experience that despite there being eighty students in the room, you cannot zone out. Your brain is actively processing what your peers are saying while you try to come to your own conclusions so that you can contribute during the entire eighty-minute session. The time goes by faster than you want it to; students are more engaged than in any traditional classroom I’ve ever been a part of. Most importantly, the ideas that you and your peers collectively generate stick. To this day, comments and ways of thinking about a problem that my peers shared with me (or that I shared during class) nearly ten years ago come back to me as I try to help manage the growth and opportunities surrounding the Khan Academy.

to the winds, flushed with the thrill of a new case, and Santosh’s phone was ringing—Jack was on his way over. Chapter 10 “HOW DID IT go with Jaswal after I left?” asked Santosh. Jack sat opposite, lounging in an office chair, one knee pulled up and resting on the edge of Santosh’s desk. Admin staff from the floor below found excuses to pass the office window, hardly bothering to disguise their curiosity as they craned to see inside. Everybody wanted a look at the great Jack Morgan. It was like having Salman Khan or Tom Cruise in the office. “It went well,” said Jack. “Terms were agreed. Don’t tell me you’re interested to know the finer points?” “Not really,” said Santosh.

When he sipped the champagne she teased him, surely gods should not partake of alcohol, and he answered with a line he had once read in an interview with the Aga Khan, O, you know, this champagne is only for outward show, the moment it touches my lips it turns to water. After that it didn’t take long for her to touch his lips and deliquesce into his arms.

Thus the powerful tend to have a bias toward the status quo; our educational customs tend to perpetuate themselves, and because they interconnect with so many other aspects of our culture, they are extraordinarily difficult to change.

The classic components considered in college admissions are grades, standardized tests, extracurriculars, essays, and letters of recommendation. AI will change how most if not all of these factors are valued, developed, and evaluated.

The going rate in Silicon Valley, where I live, is roughly four hundred dollars per hour for the top coaches. This can amount to tens of thousands of dollars to assist one student through a college admissions cycle.

The most successful students will be those who use AI to help make conceptual connections for developing ideas. Students who learn to use AI ethically and productively may learn not only at an exponentially higher rate than others but also in a way that allows them to remain competitive throughout their careers. They will have a deeper understanding of the given subject matter, because they will know how to get their questions answered. Rather than atrophying, their curiosity muscle will be strengthened.

There are perks attached to it [Salman's name] that I can use... and raise money, but I think Being Human will be a lot bigger than Salman,

Today’s world needs a workforce of creative, curious, and self-directed lifelong learners who are capable of conceiving and implementing novel ideas. Unfortunately, this is the type of student that the Prussian model actively suppresses.

I stress this because I believe that personal responsibility is not only undervalued but actually discouraged by the standard classroom model, with its enforced passivity and rigid boundaries of curriculum and time. Denied the opportunity to make even the most basic decisions about how and what they will learn, students stop short of full commitment.

One of my all-time favorite books is Jane Austen’s Pride and Prejudice—I know, a bit girly, but great is great. I hated the book when I was forced to read it and write a book report at fourteen. I only realized that I loved it—and a lot of literature—when I reread it for fun on a whim when I was twenty-three. The same is true for Huckleberry Finn, A Tale of Two Cities, and Brave New World. Not only was I more mature and had more perspective on life, but I had the time and motivation to appreciate it. I believe that motivation, the culture of a community, and outlets for exploration drive the appreciation of the arts, not grades and credit-unit requirements.

The danger of using assessments as reasons to filter out students, then, is that we may overlook or discourage those whose talents are of a different order—whose intelligence tends more to the oblique and the intuitive. At the very least, when we use testing to exclude, we run the risk of squelching creativity before it has a chance to develop.

Entire industries and some of our very largest professions depend on the persistence of our current system. Other social institutions—like giant publishers and test-prep companies—are synched to its workings. A certain teaching method implies certain goals and certain tests. The tests, in turn, have a serious impact on hiring practices and career advancement. Human nature being what it is, those who prosper under a given system tend to become supporters of that system. Thus the powerful tend to have a bias toward the status quo; our educational customs tend to perpetuate themselves, and because they interconnect with so many other aspects of our culture, they are extraordinarily difficult to change.

As a young man he had shared a room with a painter whose paintings had grown larger and larger as he tried to get the whole of life into his art.[...]The swollen events of the night of the crescent knives reminded Nadir Khan of his room-mate, because life had once again, perversely, refused to remain life-sized.

Alarmist rhetoric aside, the United States is not about to lose its primacy because students in Estonia are better at factoring polynomials. Other aspects of U.S. culture—a unique combination of creativity, entrepreneurship, optimism, and capital—have made it the most fertile ground in the world for innovation. That’s why bright kids from all around the globe dream of getting their green cards to work here.

At roughly $10,000 per student per year, the average American school is spending $250,000–$300,000 per classroom of twenty-five to thirty students. Where is that money going? Arguably, most of it should be going to teachers; but that isn’t how it works. Teachers’ salaries are a relatively small part of the expenditure. If we generously put a teacher’s salary and benefits at $100,000 per year—teachers in most of the country make far less—and the cost of maintaining a 1,000-square-foot classroom at $30,000 per year (a figure comparable to leasing high-end office space), we still have $120,000–$170,000 for each classroom to be spent on “other stuff.” This other stuff includes things like well-paid administrators, security guards, and well-manicured football fields—none of which have a direct role in students’ learning.

The most important pillar behind innovation and opportunity—education—will see tremendous positive change in the coming decades as rising connectivity reshapes traditional routines and offers new paths for learning. Most students will be highly technologically literate, as schools continue to integrate technology into lesson plans and, in some cases, replace traditional lessons with more interactive workshops. Education will be a more flexible experience, adapting itself to children’s learning styles and pace instead of the other way around. Kids will still go to physical schools, to socialize and be guided by teachers, but as much, if not more, learning will take place employing carefully designed educational tools in the spirit of today’s Khan Academy, a nonprofit organization that produces thousands of short videos (the majority in science and math) and shares them online for free. With hundreds of millions of views on the Khan Academy’s YouTube channel already, educators in the United States are increasingly adopting its materials and integrating the approach of its founder, Salman Khan—modular learning tailored to a student’s needs. Some are even “flipping” their classrooms, replacing lectures with videos watched at home (as homework) and using school time for traditional homework, such as filling out a problem set for math class. Critical thinking and problem-solving skills will become the focus in many school systems as ubiquitous digital-knowledge tools, like the more accurate sections of Wikipedia, reduce the importance of rote memorization. For children in poor countries, future connectivity promises new access to educational tools, though clearly not at the level described above. Physical classrooms will remain dilapidated; teachers will continue to take paychecks and not show up for class; and books and supplies will still be scarce. But what’s new in this equation—connectivity—promises that kids with access to mobile devices and the Internet will be able to experience school physically and virtually, even if the latter is informal and on their own time.

HEROPANTI MOVIE REVIEW & RATING Movie Name: Heropanti Director: Sabbir Khan Producer: Sajid Nadiadwala Music Director: Sajid-Wajid, Manj Musik Cast: Tiger Shroff, Kirti Sanon, Sandeepa Dhar ‘Heropanti’, a love story is directed by Sabbir Khan and produced by Sajid Nadiadwala. It is the debut movie of Tiger Shroff (son of superstar Jackie Shroff) and Kirti Sanon, both starring in lead roles alongside Sandeepa Dhar featuring in a pivotal role. Overall it is a remake of Telugu movie ‘Parugu’ starring Allu Arjun. ‘Heropanti’ is all about another new gem in Bollywood industry. Big launch with hit songs. New faces- heroine as well as hero. Does it work? Let’s go through to know it… ‘Heropanti’ borrows half of its title from Sr. Shroff’s breakout film and is also having the signature tune from ‘Hero’ (1983) which is being played in the background repeatedly. The action movie is not as terrible as Salman and Akshay films. The newcomer Tiger Shroff has done amazing stunts in the film. The story is set in the land of Jattland in Harayana where Chaudhary (Prakash Raj), the Haryanvi goon is completely against love marriages. He has two daughters- Renu (Sandeepa Dhar) and Dimpi (Kirti Sanon). Chaudharyji’s elder daughter Renu’s marriage is held, but on the wedding night she elopes with her boyfriend Rakesh. Her step results in a frantic search for her across the village. Chaudharyji launches a manhunt to track them down and eliminate them. Now Haryanvi goon’s men suspects Rakesh’s friends and thinks that they may know where Renu is. So the goon decides to kidnap the buddies of his daughter’s lover. Bablu (Tiger Shroff) turns to be one of the buddies with ultra muscular head and shoulders model who falls in love with Chaudharyji’s younger daughter Dimpy (Kirti Sanon). The goons manage to trace Bablu who has actually helped Rakesh and Renu in escaping. Bablu, meanwhile in captivity, shares with his pals about his love interest. Bablu falls in love at first sight with the pretty younger daughter of Chaudharyji’s, Dimpy. He comes to know quite early that it is none other than the Harynavi goon Chaudharyji’s daughter. The movie tries to end up in a ‘Dilwale Dulhania Le Jayenge’ style where Bablu uses his superpowers and figures out to be with his love but without offending her father. launch pad for Shroff to show his acting and dancing skills. Plan to watch it, if nothing left to do. Tiger Shoff is a great action hero. When it comes to action, he is a star but comparatively his acting skills are zero. Kirti Sanon requires a little brushing up on her acting skills she reminds us somewhere of young Deepika Padukone who is surely going to have a good run in the industry someday. Verdict: It’s the most masala-less movie of this year with more action and less drama. But the movie is a perfect

Isaac Asimov’s short story “The Fun They Had” describes a school of the future that uses advanced technology to revolutionize the educational experience, enhancing individualized learning and providing students with personalized instruction and robot teachers. Such science fiction has gone on to inspire very real innovation. In a 1984 Newsweek interview, Apple’s co-founder Steve Jobs predicted computers were going to be a bicycle for our minds, extending our capabilities, knowledge, and creativity, much the way a ten-speed amplifies our physical abilities. For decades, we have been fascinated by the idea that we can use computers to help educate people. What connects these science fiction narratives is that they all imagined computers might eventually emulate what we view as intelligence. Real-life researchers have been working for more than sixty years to make this AI vision a reality. In 1962, the checkers master Robert Nealey played the game against an IBM 7094 computer, and the computer beat him. A few years prior, in 1957, the psychologist Frank Rosenblatt created Perceptron, the first artificial neural network, a computer simulation of a collection of neurons and synapses trained to perform certain tasks. In the decades following such innovations in early AI, we had the computation power to tackle systems only as complex as the brain of an earthworm or insect. We also had limited techniques and data to train these networks. The technology has come a long way in the ensuing decades, driving some of the most common products and apps today, from the recommendation engines on movie streaming services to voice-controlled personal assistants such as Siri and Alexa. AI has gotten so good at mimicking human behavior that oftentimes we cannot distinguish between human and machine responses. Meanwhile, not only has the computation power developed enough to tackle systems approaching the complexity of the human brain, but there have been significant breakthroughs in structuring and training these neural networks.

Now imagine if an AI tutor could “sit” next to students as they navigate the internet in general. Imagine if it were a browser plug-in. The same way that AI might help students better engage with online exercises or videos, it might also help them when they are browsing Wikipedia, YouTube, or the New York Times website. It might reformulate the news article they are reading closer to their grade level, potentially leaving out age-inappropriate details. While students are researching a paper, it might help zero in on material that actually addresses the issue they are investigating. It might also Socratically help a student engage with what they are reading or even provide context that the student needs to better understand the content.

Art is a collaboration between God and the artist, and the less the artist does the better. —ANDRÉ GIDE

Because AIs aren’t sentient, they can’t be truly empathetic. Empathy involves sensing and modeling other’s emotions and contexts in your own mind. They can, however, simulate empathy quite well. Even with just a chat interface, large language models can interact in ways that are hard to discern from a well-trained, caring therapist. Engineers are augmenting these models with listening, speech, and vision capabilities that can add to the AI’s “understanding” of where the user is emotionally. Perhaps we should introduce a new term, artificial empath, or AE, as a great tool in the fight against loneliness, depression, and anxiety.

This is why I started Khan Academy. The internet afforded us the ability to go directly to every classroom, every student, and every family in the world without having to necessarily navigate the same policy machinations faced by traditional reform efforts. The social return on investment is orders of magnitude more impactful. For example, our team operates on a budget equivalent to some high schools in the United States but reaches more than a hundred million learners a year around the world—and it has the potential to serve billions.

Through the years, many people have asked me why I set up Khan Academy as a nonprofit. After all, my previous career was very for-profit, and I live in the middle of Silicon Valley, where scalable tech-enabled solutions can be worth a lot of money. Many have been skeptical whether a nonprofit could even compete with for-profit companies. There were two notions I couldn’t get out of my head, however. First, I tend to believe in market forces, but there are a few sectors—namely, education and health care—where the outcomes of market forces don’t always align with our values. Education and health care are two areas where our shared values tell us that, ideally, family resources shouldn’t be a limiting factor in accessing the best possible opportunities. Most of us believe that every mind and life deserves to reach its full potential.

During the 2020 school shutdowns, Black and Hispanic households with school-age children were 1.4 times as likely as white households to face limited access to computers and the internet, and more than two in five low-income households had only limited access. A bad prepandemic situation became downright dire. Consider that before 2020, 6 percent of Detroit eighth graders were performing at grade level; afterward, it dropped to 3 percent. The average American classroom in 2019 contained a spread of three grade levels of ability. After the pandemic, this spread expanded to six grade levels of ability.

I realized that as thrilling as it would be to be an AI researcher now, it was even more exciting to think about how the technology could be applied to help human potential.

You can’t cross the sea merely by standing and staring at the water. —Rabindranath Tagore

Despite being a nonprofit, we have been able to build a team that rivals those of the most resource-rich tech companies. Hundreds of incredibly talented people have committed a major part of their careers to be part of the Khan Academy team, often taking considerable pay cuts to do so. Thousands of volunteers all over the world have now translated Khan Academy into over fifty languages. Inspirational leaders like Bill Gates, Reed Hastings, and Elon Musk have become some of our biggest supporters and advocates. This journey seems so serendipitous that it has become something of an inside joke among the Khan Academy team that perhaps benevolent aliens are helping us so that, through education, we can prepare humanity for first contact.

We are entering a world where we are going back to a pre–Industrial Revolution, craftsmanlike experience. A small group of people who understand engineering, sales, marketing, finance, and design are going to be able to manage armies of generative AI and put all of these pieces together.

Learn the rules like a pro, so you can break them like an artist.—Pablo Picasso

The world has enough for everyone’s need but not enough for everyone’s greed. —Mahatma Gandhi

It’s awfully difficult to appraise the quality of tests except by way of the test results.

The problem is that as the pace of change accelerates all around us, the ability to learn new things may be the most important skill of all.

This failure to relate classroom topics to their eventual application in the real world is one of the central shortcomings of our broken classroom model, and is a direct consequence of our habit of rushing through conceptual modules and pronouncing them finished when in fact only a very shallow level of functional understanding has been reached.

Quality education need not be dependent on showplace campuses.

At every moment, we are both students and teachers; we learn by studying, but we also learn by helping others, by sharing and explaining what we know.

the mission statement that has guided Khan Academy since day one: To provide a free, world-class education for anyone, anywhere

Plato quote that serves as an epigraph for this book: The elements of instruction… should be presented to the mind in childhood, but not with any compulsion. Knowledge which is acquired under compulsion has no hold on the mind. Therefore do not use compulsion, but let early education be rather a sort of amusement; this will better enable you to find out the natural bent of the child.

Innovation never comes from the established institutions.

The higher your structure is to be, the deeper must be its foundation. —SAINT AUGUSTINE

Teachers become more important once students have the initial exposure to a concept online (either through videos or exercises). Teachers can then carve out face time with individual students who are struggling; they can move away from rote lecturing and into the higher tasks of mentoring, inspiring, and providing perspective.

mastery learning reduces the academic spread between the slower and faster students without slowing down the faster students.

only by taking responsibility does true learning become possible;

In one such study, it was observed that students in mastery programs “developed more positive attitudes about learning and about their ability to learn.

Denied the opportunity to make even the most basic decisions about how and what they will learn, students stop short of full commitment.

You can standardize curricula, but you can’t standardize learning.

well-credentialed educational theorists had long before determined that ten to eighteen minutes was about the limit of students’ attention spans.

As we work with the same concept from slightly different angles and investigate questions surrounding it, we build even more and deeper connections. Collectively, this web of connections and associations comprises what we think of informally as understanding.

In Washburne’s system, by contrast, students, with the help of self-paced exercises, proceed at varying rates toward the same level of mastery. Those who learn more quickly can move ahead or do “enrichment exercises.” Those who learn more slowly are helped along by individual tutoring, or peer assistance, or additional homework.

Success is self-defined; the only failure lies in giving up.

It’s not about graduation rates and test scores. It’s about what those things mean to the outcome of human lives. It’s about potential realized or squandered, dignity enhanced or denied.

as the centerpieces of student appraisal, two things: a running, multiyear narrative not only of what a student has learned but how she learned it; and a portfolio of a student’s creative work.

Since we can’t predict exactly what today’s young people will need to know in ten or twenty years, what we teach them is less important than how they learn to teach themselves

A shaky understanding early on will lead to complete bewilderment later.

exaggeration

But the truth is that well-credentialed educational theorists had long before determined that ten to eighteen minutes was about the limit of students’ attention spans.

thought of him as a citizen not of New York but of the invisible city of Octavia which Marco Polo described to Kublai Khan in Calvino’s book, a spiderweb city hanging in a great net over an abyss between two mountains.

Makers of the hit reality TV show, Bigg Boss have announced the details of their upcoming season 12. The show will now have couples for participants, Bigg Boss has seen a major drop in viewers which is why the makers have decided to bring something new to the table. Announcing the auditions for the upcoming season, Indian TV channel Colors TV tweeted: While the tweet did not explicitly mention what kind of couples the show is looking for, reports suggest that the makers are looking for romantic couples. A report by The Indian Express quoted a source, mentioning, “Bigg Boss is one of the most watched shows across the world and the show-runners make an effort to bring something new for its viewers every year. While the partner angle was played during the ninth season themed – Double Trouble – this would be special, as for the first time, contestants will get to participate with their loved ones.” With the new format of the show, fans were also concerned if Salman Khan will be hosting the show this time as well as the actor was recently involved in a court case. However, it’s been confirmed that the 52-year-old actor will be returning to the Bigg Boss stage for season 12. Colors TV believes that despite busy schedules, Salman has always been on time for his Bigg Boss shoots. In addition, he has also added much needed star value to the show. Apart from Bigg Boss 12, Salman has a game show, Dus Ka Dum lined up as well, which will be premiering in July 2018.

A question is asked; an answer is expected immediately; that brings pressure. The student doesn’t want to disappoint the teacher. She fears she will be judged. And all these factors interfere with the student’s ability to fully concentrate on the matter at hand. Even more, students are embarrassed to communicate what they do and do not understand.

It is the connections among concepts—or the lack of connections—that separate the students who memorize a formula for an exam only to forget it the next month and the students who internalize the concepts and are able to apply them when they need them a decade later.

Even better, you can still do a lot of learning while on the road now that you have access to self-paced videos and exercises. The same flexibility would apply to teachers. Because of the multiteacher environment, teachers could stagger vacations during the year. No one would be asked to give up a restorative break or time for travel, but these would happen without the need of shutting down the entire system.

In a traditional classroom, the spread between the fastest and slowest students grows over time, [and so] putting them all in one class cohort eventually makes it exceedingly difficult to avoid either completely boring the fast students or completely losing the slow ones. Most school systems address this by... putting the "fastest" students in "advanced" or "gifted" class... and the slowest students into "remedial" classes. It seems logical... except for the fact that it creates a somewhat permanent intellectual and social division between students.

The teachers, rather than giving broadcast lectures, worked with individual students who needed help. Students who caught on faster assisted those who were struggling. Teachers also had the benefit of forming personal connections with students and getting real feedback on student comprehension. The use of technology had, somewhat ironically, made a traditionally passive classroom interactive and human.

Nearly all the students needed some degree of remediation, and the time spent on finding and fixing the gaps turned out both to save time and deepen learning in the longer term.

the crucial task of education is to teach kids how to learn. To lead them to want to learn. To nurture curiosity, to encourage wonder, and to instill confidence so that later on they’ll have the tools for finding answers to the many questions we don’t yet know how to ask.