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Each age, it is found, must write its own books; or rather, each generation for the next succeeding.

The ideas of an age are most abundant where they are not crowded by original ideas.

Travel, in the younger sort, is a part of education; in the elder, a part of experience.

All along we find that social life - religion, politics, art - reflects the stages reached in the development of the knowledge of self; it shows the social uses made of this knowledge.

The accumulation of cultural capital - the acquisition of knowledge - is the key to social mobility.

I feel we live in the kind of culture now where you have to be very smart to navigate the right way, and I just don't have those smarts. I think with age and time it will change, but I can't obsess about it.

The point of my work is to show that culture and education aren't simply hobbies or minor influences. They are hugely important in the affirmation of differences between groups and social classes and in the reproduction of those differences.

Thematically, most of my work deals with transition, our culture's constant acceleration, and emotional connection and disconnection through technology.

Cultures are never merely intellectual constructs. They take form through the collective intelligence and memory, through a commonly held psychology and emotions, through spiritual and artistic communion.

Our working hypothesis is that the status of knowledge is altered as societies enter what is known as the postindustrial age and cultures enter what is known as the postmodern age.