Anything that is worth teaching can be presented in many different ways. These multiple ways can make use of our multiple intelligences.

Fundamentalism is a kind of decision not to change your mind about something...Many of us are fundamentalists...because it worked pretty well for us.

I am relieved that, in my own teaching, I don't have to moderate between high stake teaching and education for the virtues. If I did, I would give students the tools to take the tests but not spend an inordinate amount of time on test prep nor on 'teaching to the test.' If the students, or their parents, want drill in testing, they'd have to go elsewhere. As a professional, my most important obligation is to teach the topic, skills, and methods in ways that I feel are intellectually legitimate.

Intelligence is the ability to find and solve problems and create products of value in one's own culture.

But once we realize that people have very different kinds of minds, different kinds of strengths -- some people are good in thinking spatially, some in thinking language, others are very logical, other people need to be hands on and explore actively and try things out -- then education, which treats everybody the same way, is actually the most unfair education.

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.

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.