The command to schools—the invective about education—was, perhaps as ever, Janus-like: the injunction was to teach more and getbetter results, but to get kids to be imaginative and creative at the same time.They had to learn the facts of science, but they shouldn’t have original thinkingsqueezed from them in the process. It was the formal versus progressivecontroversy in a nutshell.

I'm deeply inspired by the exhibition title "Zettelkästen. Machines of imagination". - When I look at the ZK literature and ZK discussions on the internet, I see a massive emphasis on (a) how to "process literature", while I see surprisingly few discussions on (b) how to create ideas using ZK methods. I'm much more motivated to contribute to (b), while I do not want to dispraise (a).