Philosophers and psychologists have long puzzled over the question of how we know as much as we do despite our limited experiences. One way is to see how children learn. Another example is consciousness. The concept is usually explored by armchair academics. Looking at kids expands our conceptions of consciousness.

I'm culturally Jewish but, like most scientists, an atheist: I don't believe there's a God or supernatural world. Buddhism offers guidance on what to do in a world without God: It opines that truly being present in the world‚ experiencing and hanging out with your loved ones, provides all the significance you could want.

What happens when children reach puberty earlier and adulthood later? The answer is: a good deal of teenage weirdness.

We pass our values, ideas and moral character on to our children, but we do that knowing that our children are going to revise our knowledge and reshape their values. There's something very paradoxical and profound about being a parent as opposed to parenting. We put in all this effort and energy not so that we can shape a child of a particular sort, but so that all sorts of possibilities can happen in the future.

Adults often assume that most learning is the result of teaching and that exploratory, spontaneous learning is unusual. But actually, spontaneous learning is more fundamental.

Because we imagine, we can have invention and technology. It's actually play, not necessity, that is the mother of invention.

All of us gardeners know that nothing comes out the way you planned. It's a different garden every year, and it's always sort of different from what you were thinking when you began. What it really means to be a good gardener is to work hard to produce an ecosystem that will have enough diversity, enough possibilities, so it's robust, and it's resilient, and it can change when the seasons change. And that kind of robust, unexpected, variable, messy system - that's what you want to create when you're having children, too.