The following lessons are shared by experts in inclusive education - committed to ensuring that disabled children play a full part in classrooms, schools and the whole educational experience.
One of the most frightening things we do as human beings is to hurt ourselves with fictional entities.
It may be that the treatment for attitude is experience. But what do we each experience?
Churchill observed "America will always do the right thing... but only after exhausting all other possibilities."
We can only share with each other the gift of equality when we realise the ultimate emptiness of the other person's power over us.
When we demand equality we are rightly demanding recognition of our fundamental equality - our essential human dignity or worth.
Imagine a man who washes up on a desert island. He has all he needs, but then new people arrive on what he thinks of as ‘his island’.
There are four kinds of designer or innovator, each with their own style. No style is right; each has its merits and its limitations.
The challenge of genuine social innovation and welfare reform is to figure out how to make the 'good idea' be more than a 'good idea'.
Good education implies freedom - faith in the unfolding of human potential.
Solzhenitsyn observes that the poison of power is deadly for those who believe in nothing but themselves.
Successful social innovation requires an understanding of the fundamental forces at work and the flow of time and history.
Alexis de Tocqueville observes that early American federalism assumed one starts with the small and builds to the large and it was based on religious and moral principles.
Lincoln's "best sort of principle" seems worth remembering, even if it's insufficient on its own.
Lao Tzu's vision of leadership is rooted in a faith in the Tao and this faith is critical to the realisation of true leadership.
Scripture teaches us that we need to think carefully about both how we give and our need to give.