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.

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

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

My belief in why America has been doing so well up to now is that we have been propelled by our immigrants and our encouragement of technical innovation and, indeed, creativity across the board.

Don't assume that the way that one searches and researches is the same from one era to another - it isn't. In the 19th century, most research was done by amateurs: either individuals who were rich or individuals who had a day job. In the 20th century, most researchers worked at universities or think tanks and received money from the government or from foundations to pursue their work. In our time, the sources of support and the locations for research may be quite different.

Anything that is worth teaching can be presented in many different ways. These multiple ways can make use of our multiple intelligences.

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.