Young children possess the ability to cut across the customary categories; to appreciate usually undiscerned links among realms, to respond effectively in a parallel manner to events which are usually categorized differently, and to capture these ori

The biggest mistake of past centuries in teaching has been to treat all students as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects the same way.

I need to add that my work on multiple intelligences received a huge boost in 1995 when Daniel Goleman published his book on emotional intelligence. I am often confused with Dan. Initially, though Dan and I are longtime friends, this confusion irritated me.

In the United States, if you ask teachers, "Are there children whom we should call 'gifted?'", many if not most will say 'No.' That's the politically correct answer. But if you then ask the teacher to rank order students in terms of how well they paint or write or dance, they'll have little difficulty in doing so.

In order for me to 'endorse' an intelligence, I need to carry out lots of research.

Much of the material presented in schools strikes students as alien, if not pointless.

I think that any important educational goal can be realized via several routes.