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.

Teachers must be encouraged - I almost said 'freed', to pursue an education that strives for depth of understanding.

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.

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.

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.

All human beings have all of the intelligences. But we differ, for both genetic and experiential reasons, in our profile of intelligences at any moment.

I think that any important educational goal can be realized via several routes.