Any good teacher should become acquainted with relevant technologies. But the technologies should not dictate an education goal. Rather, the teacher (or parent or student or policy maker) should ask: can technology help to achieve this goal, and which technologies are most likely to be helpful?

The countries who do the best in international comparisons, whether it's Finland or Japan, Denmark or Singapore, do well because they have professional teachers who are respected, and they also have family and community which support learning.

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.

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

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

Beauty reveals itself in the course of an experience with an object.

Young children possess the ability to cut across the customary categories; to appreciate usually undiscerned links among realms, to respond effectively in a parallel manner to events which are usually categorized differently, and to capture these ori