He likewise rejected the Industrial Age notion that education could be accomplished by systematically pouring knowledge into an empty vessel, as was implicit in the assembly-line organization of most American public schools. True learning, he insisted, required the active participation of the learner. True learning was a matter of curiosity and exploration—and the joy of discovering how each new experience fitted in with the web of memories, ideas, feelings, and sensations already in the mind. True learning, he was convinced, was what computers could bring to everyone.
Very similar to Leonard Peikoff's "Understanding Objectivism"
