In der prinzipiellen Anwendung der wissenschaftlichen Methode auch auf alltägliche Probleme ist einer der wesentlichen Unterschiede zum Kritischen Rationalismus zu sehen. [90n116]
The discoveries of science, the works of art are explorations—more, are explosions, of a hidden likeness. The discoverer or the artist presents in them two aspects of nature and fuses them into one. This is the act of creation, in which an original thought is born, and it is the same act in original science and original art. But it is not therefore the monopoly of the man who wrote the poem or who made the discovery. On the contrary, I believe this view of the creative act to be right because it alone gives a meaning to the act of appreciation. The poem or the discovery exists in two moments of vision: the moment of appreciation as much as that of creation; for the appreciator must see the movement, wake to the echo which was started in the creation of the work. In the moment of appreciation we live again the moment when the creator saw and held the hidden likeness. When a simile takes us aback and persuades us together, when we find a juxtaposition in a picture both odd and intriguing, when a theory is at once fresh and convincing, we do not merely nod over someone else’s work. We re-enact the creative act, and we ourselves make the discovery again. At bottom, there is no unifying likeness there until we too have seized it, we too have made it for ourselves. 
School ought not be about factual knowledge. That simply shouldn’t matter. Facts aren’t so clear cut anyway, and it is hard to remember them unless you can make regular use of them. Education ought to be about preparation for real life. The intellectual issue in real life is reasoning, not recitation. We need to avoid telling students how things are and instead help them discover things for themselves. The job of a school and a teacher is to serve as the catalyst for that discovery.