I need to add that my work on multiple intelligences received a huge boost in 1995 when Daniel Goleman published his book on emotional intelligence. I am often confused with Dan. Initially, though Dan and I are longtime friends, this confusion irritated me.

One must exploit the asynchronies that have befallen one, link them to a promising issue or domain, reframe frustrations as opportunities, and, above all, persevere.

I am relieved that, in my own teaching, I don't have to moderate between high stake teaching and education for the virtues. If I did, I would give students the tools to take the tests but not spend an inordinate amount of time on test prep nor on 'teaching to the test.' If the students, or their parents, want drill in testing, they'd have to go elsewhere. As a professional, my most important obligation is to teach the topic, skills, and methods in ways that I feel are intellectually legitimate.

'Til 1983, I wrote primarily for other psychologists and expected that they would be the principal audience for my book.

I want to understand how best to create and preserve a form of higher education that we value but that is in jeopardy for many reasons.

I think that any important educational goal can be realized via several routes.

Beauty reveals itself in the course of an experience with an object.