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

Creativity begins with an affinity for something. It's like falling in love.

We've got to do fewer things in school. The greatest enemy of understanding is coverage... You've got to take enough time to get kids deeply involved in something so they can think about it in lots of different ways and apply it.

Distinguish between the work and the job title. When I was leaving school in the early 1970s, many people wanted to be journalists, carrying out investigative reporting for print newspapers. Print newspapers may not exist in twenty years. But good thinking and good writing about issues that need to be reported and investigated will always be needed; but where this happens, what it is called, and who pays for it may be quite different than could have been envisioned by the great journalists of the past.

No individual can be in full control of his fate-our strengths come significantly from our history, our experiences largely from the vagaries of chance. But by seizing the opportunity to leverage and frame these experiences, we gain agency over them. And this heightened agency, in turn, places us in a stronger position to deal with future experiences, even as it may alter our own sense of strengths and possibilities.

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.

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.