A lot of knowledge in any kind of an organization is what we call task knowledge. These are things that people who have been there a long time understand are important, but they may not know how to talk about them. It's often called the culture of the organization.

One must exploit the asynchronies that have befallen one, link them to a promising issue or domain, reframe frustrations as opportunities, and, above all, persevere.

It's not how smart you are that matters, what really counts is how you are smart.

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.

Now intelligence seemed quantifiable. You could measure someone's actual or potential height, and now, it seemed, you could also measure someone's actual or potential intelligence. We had one dimension of mental ability along which we could array everyone... The whole concept has to be challenged; in fact, it has to be replaced.

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.

If you think education is expensive, try estimating the cost of ignorance.