We have to go from what is essentially an industrial model of education, a manufacturing model, which is based on linearity and conformity and batching people. We have to move to a model that is based more on principles of agriculture. We have to recognize that human flourishing is not a mechanical process; it's an organic process. And you cannot predict the outcome of human development. All you can do, like a farmer, is create the conditions under which they will begin to flourish.

People over the age of thirty were born before the digital revolution really started. We've learned to use digital technology-laptops, cameras, personal digital assistants, the Internet-as adults, and it has been something like learning a foreign language. Most of us are okay, and some are even expert. We do e-mails and PowerPoint, surf the Internet, and feel we're at the cutting edge. But compared to most people under thirty and certainly under twenty, we are fumbling amateurs. People of that age were born after the digital revolution began. They learned to speak digital as a mother tongue.

Transforming education is not easy but the price of failure is more than we can afford, while the benefits of success are more than we can imagine.

Our task is to educate their (our students) whole being so they can face the future. We may not see the future, but they will and our job is to help them make something of it.

Human resources are like natural resources; they're often buried deep You have to go looking for them; they're not just lying around on the surface You have to create the circumstances where they show themselves.

Being creative is at the heart of being human and of all cultural progress.

The real role of leadership in education ... is not and should not be command and control. The real role of leadership is climate control, creating a climate of possibility.