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

No academic ever expects to be taken seriously by more than three other people, because really, we write for three people in our field.

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.

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

Intelligence is the ability to find and solve problems and create products of value in one's own culture.

But once we realize that people have very different kinds of minds, different kinds of strengths -- some people are good in thinking spatially, some in thinking language, others are very logical, other people need to be hands on and explore actively and try things out -- then education, which treats everybody the same way, is actually the most unfair education.

There is no single truth, but each of the scholarly disciplines has methods which lead one ever closer to the truth.