The last and most interesting chapter is titled "Enhancing Intelligence." The author asks himself whether intelligence is mutable, that is, subject to change. He equates this question in his introductory sentence to, "Can we truly educate people?" His answer is, of course, in the affirmative. I have some difficulty with such an equation. The difference between "intelligence" and "educability" seems to be glossed over here. Schank dismisses behaviorism as "drill and practice, programmed workbooks, memorization, all this is the legacy that behaviorism left the schools." He chastises Chomsky for claiming what mattered was what formal knowledge people had about their language, not the actual communication or memory process associated with the production and comprehension of language. He states, "This stratagem, and its general acceptance by many linguists, psychologists, and philosophers, has had disastrous consequences for research in these fields." Schank’s plea is that students need to be taken away from the concept of the correct answer. Instead, they need to analyze their experiences and observations and learn from their errors. He states in his final sentence, "We must come to understand that human memory has a wonderful mutable quality and that a teacher’s job is to help memory evolve and grow."