In the United States, if you ask teachers, "Are there children whom we should call 'gifted?'", many if not most will say 'No.' That's the politically correct answer. But if you then ask the teacher to rank order students in terms of how well they paint or write or dance, they'll have little difficulty in doing so.

Our way of managing and leading, rewarding and judging people is totally out of tune with the fact that we are all individuals.

What we want... is for students to get more interested in things, more involved in them, more engaged in wanting to know; to have projects that they can get excited about and work on over long periods of time, to be stimulated to find things out on their own.

A continuing conversation with other persons, with cultural products, and with oneself, is a large part of what it means to be a human being, in our time and perhaps in all time.

Young children possess the ability to cut across the customary categories; to appreciate usually undiscerned links among realms, to respond effectively in a parallel manner to events which are usually categorized differently, and to capture these ori

I don't think that it is necessary to rethink curricular goals. But it is certainly worth thinking about whether these goals can be reached in multiple ways.

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