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?

I align myself with almost all researchers in assuming that anything we do is a composite of whatever genetic limitations were given to us by our parents and whatever kinds of environmental opportunities are available.

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.

No academic ever expects to be taken seriously by more than three other people, because really, we write for three people in our field.

Hitler didn't travel. Stalin didn't travel. Saddam Hussein never traveled. They didn't want to have their orthodoxy challenged.

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.

It may well be easier to remember a list if one sings it (or dances to it). However, these uses of the 'materials' of an intelligence are essentially trivial. What is not trivial is the capacity to think musically.