The biggest mistake of past centuries in teaching has been to treat all students as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects the same way.

Twenty-five years ago, the notion was you could create a general problem-solver software that could solve problems in many different domains. That just turned out to be totally wrong.

If one develops good habits and routines, it is possible to be a responsible educator most of the time; and to marshal the special energies and reflection for those times, when the correct course of action is not clear, or when one is weighing one wrong against another wrong.

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.

A lot of knowledge in any kind of an organization is what we call task knowledge. These are things that people who have been there a long time understand are important, but they may not know how to talk about them. It's often called the culture of the organization.

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.

I believe that the brain has evolved over millions of years to be responsive to different kinds of content in the world. Language content, musical content, spatial content, numerical content, etc.