To ask "Where in your brain is intelligence?" is like asking "Where is the voice in the radio?"

We are natural mind changing entities until we are 10 or so. But as we get older...then it is very hard to change our minds

I think that every educator, indeed every human being, is concerned with what is true and what is not; what experiences to cherish and which ones to avoid; and how best to relate to other human beings. We differ in how conscious we are of these questions; how reflective we are about our own stances; whether we are aware of how these human virtues are threatened by critiques (philosophical, cultural) and by technologies (chiefly the digital media). A good educator should help us all to navigate our way in this tangled web of virtues.

Any good teacher should become acquainted with relevant technologies. But the technologies should not dictate an education goal. Rather, the teacher (or parent or student or policy maker) should ask: can technology help to achieve this goal, and which technologies are most likely to be helpful?

Fundamentalism is a kind of decision not to change your mind about something...Many of us are fundamentalists...because it worked pretty well for us.

By nature, I am not an optimist, though I try to act as if I am.

Now intelligence seemed quantifiable. You could measure someone's actual or potential height, and now, it seemed, you could also measure someone's actual or potential intelligence. We had one dimension of mental ability along which we could array everyone... The whole concept has to be challenged; in fact, it has to be replaced.