I’d rather see the United States as a beacon of Good Work and Good Citizenship, rather than as #1 on some international educational measurement.

If I know you're very good in music, I can predict with just about zero accuracy whether you're going to be good or bad in other things.

'Til 1983, I wrote primarily for other psychologists and expected that they would be the principal audience for my book.

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.

If Confucius can serve as the Patron Saint of Chinese education, let me propose Socrates as his equivalent in a Western educational context - a Socrates who is never content with the initial superficial response, but is always probing for finer distinctions, clearer examples, a more profound form of knowing. Our concept of knowledge has changed since classical times, but Socrates has provided us with a timeless educational goal - ever deeper understanding.

When speaking to parents, I encourage them to take their child(ren) to a children's museum and watch carefully what the child does, how she/she does it, what he/she returns to, where there is definite growth. Teachers could do the same or could set up 'play areas' which provide 'nutrition' for different intelligences... and watch carefully what happens and what does not happen with each child.

Most people (by the time they have become adults ) can't change their minds because their neural pathways have become set... the longer neural pathways have been running one way the harder it is to rewire them.