“We want to assist [students] in finding their inner genius and support them in guiding it into pathways that can lead to personal fulfillment and to the benefit of those around them.”

“I believe that all genial classrooms share at least five characteristics that guide their instruction regardless of content or grade level. These characteristics are (1) freedom to choose, (2) open-ended exploration, (3) freedom from judgment, (4) honoring every student's experience, and (5) belief in every student's genius.”

“From the standpoint of education, genius means essentially 'giving birth to the joy in learning.' I'd like to suggest that this is the central task of all educators. It is the genius of the student that is the driving force behind all learning. Before educators take on any of the other important issues in learning, they must first have a thorough understanding of what lies at the core of each student's intrinsic motivation to learn, and that motivation originates in each student's genius.”

“A person walking into a genial classroom knows almost at once that it is a place dedicated to the celebration of learning and young minds; a cognitive greenhouse, so to speak, that honors and celebrates the capacities of each and every student. In a genial classroom, there are frequent outbursts of energy representing students' exuberance in discovering something new, in making novel connections, in confronting and overcoming challenges, in being surprised or delighted, intrigued or mystified, and indignant or outspoken about the ideas and materials being presented.”

“The word creativity is closely linked to the word genius, since both words have the root meaning 'to give birth.' Essentially, creativity designates the capacity to give birth to new ways of looking at things, the ability to make novel connections between disparate things, and the knack for seeing things that might be missed by the typical way of viewing life.”

“Children and adolescents, being relatively new to life, are naturally creative because they haven't been brainwashed, so to speak, by the conventional attitudes of society. Consequently, students are always coming up with novel images, words, and actions that my delight, enlighten, or inspire adults....Creativity has not been the subject of intense focus, extensive research, or high levels of funding in American education.”

“A personalized God can be a mere idol carved in our own image- a projection of our limited needs, fears, and desires. We can assume that he loves what we love and hates what we hate, endorsing our prejudices instead of compelling us to transcend them. When he seems to fail to prevent a catastrophe or seems even to desire a tragedy, he can seem callous and cruel. A facile belief that a disaster is the will of God can make us accept things that are fundamentally unacceptable. The very fact, as a person, God has a gender is also limiting: It means that the sexuality of half the human race is sacralized at the expense of the female and can lead to neurotic and inadequate imbalance in human sexual mores. A personal God can be dangerous, therefore. Instead of pulling us beyond our limitations, “he” can encourage us to remain complacently within them; “he” can make us cruel, callous, self-satisfied and partial as “he” seems to be. Instead of inspiring the compassion that should characterize all advanced religions, “he” can encourage us to judge, condemn, and marginalize.”