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

Hitler didn't travel. Stalin didn't travel. Saddam Hussein never traveled. They didn't want to have their orthodoxy challenged.

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.

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

Best of all, persons can sometimes be app-transcendent: making dramatic progress or discoveries, without any dependence on any app. In this context, I like to mention Steve Jobs. While he had as much to do as anyone with the invention and development of apps, he NEVER was limited by the current technology - indeed, he typically transcended it and relied on his own considerable wits.

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.

Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... Ultimately, we must synthesize our understandings for ourselves.