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 reject the notion that human beings have a single intelligence, which can be drawn on for the full range of problem solving.

Any profession should have norms around the issue you raise. And, in the words of the great economic thinker Albert Hirschman, we all owe a measure of loyalty to professional norms. But when the norms seem unhelpful or unproductive, one needs to speak up - to activate voice. And in the extreme, if the profession and one's colleagues seem estranged from a thoughtfully selected course of action, you need to consider the possibility of exit. Of course, if you knowingly violate norms or laws, you need to be prepared to face the consequences - or to lead a revolution!

I align myself with almost all researchers in assuming that anything we do is a composite of whatever genetic limitations were given to us by our parents and whatever kinds of environmental opportunities are available.

Much of the material presented in schools strikes students as alien, if not pointless.

What is usually called 'intelligence' refers to the linguistic and logical capacities that are valued in certain kinds of school and for certain school-like tasks. It leaves little if any room for spatial intelligence, personal intelligences, musical intelligence, etc.

Teaching which ignores the realities of children will be rejected as surely as any graft which attempts to ignore the body's immune system.