Children must be taught how to think, not what to think.

The line contrasts two models of education: indoctrination versus cultivation of independent judgment. To teach children “what to think” is to hand them conclusions—often reflecting a society’s dogmas, politics, or prejudices. To teach them “how to think” is to develop habits of inquiry: asking questions, weighing evidence, recognizing assumptions, and revising beliefs when confronted with new information. Attributed to anthropologist Margaret Mead, the sentiment aligns with her broader emphasis on cultural learning and the ways societies shape minds—implying that education should equip children to navigate and critique cultural norms rather than merely absorb them. Its enduring appeal reflects modern democratic ideals of critical thinking and intellectual autonomy.