"If we look for answers in books, we often find apparently easy ones. But confronted by actual processes of this kind--when one has just had a creative idea, however modest the issue, when one has begun really to grasp an issue, when one has enjoyed a clean productive process of thought--those answers often seem to cover up the real problems rather than to face them squarely. The flesh and blood of what has happened seem to be lacking in those answers." (Wertheimer, 1959, pg. 1)
"If a problem is solved by recall, by mechanical repetition of what has been drilled, by sheer chance discovery in a succession of blind trials, one would hesitate to call such a process sensible thinking; and it seems doubtful whether the piling up of such factors only, even in large numbers, can lead to an adequate picture of sensible processes." (Wertheimer, 1959, pg. 11)
"It is safe to say that teachers will not make genuine progress in teaching pupils to think--independently and surely--until they themselves know something about the thought process. Teachers must know what mental processes are involved in solving a problem; they must be able to tell when pupils have not mastered steps in the process. They must be as interested in the process of thinking as in the outcome of thinking." (Symonds, 1936, pg. 14)