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

All human beings have all of the intelligences. But we differ, for both genetic and experiential reasons, in our profile of intelligences at any moment.

When a child is thriving, there is no reason to spend time assessing intelligences. But when a child is NOT thriving - in school or at home - that is the time to apply the lens of multiple intelligences and see whether one can find ways to help the child thrive in different environments.

A person who is app-dependent is always searching for the best app; and as soon as its routine has been executed, the person searches for the next app. A person who is app-enabled also uses apps frequently. But he or she is never limited by the current array of apps; apps will free the person to do what he or she wants to do, or needs to do, irrespective of the next application of the app. An app-enabled person can also put devices away, without feeling bereft.

Kids make their mark in life by doing what they can do, not what they can't... School is important, but life is more important. Being happy is using your skills productively, no matter what they are.

In roughly the last century, important experiments have been launched by such charismatic educators as Maria Montessori, Rudolf Steiner, Shinichi Suzuki, John Dewey, and A. S. Neil. These approaches have enjoyed considerable success[...] Yet they have had relatively little impact on the mainstream of education throughout the contemporary world.

Well, if storytelling is important, then your narrative ability, or your ability to put into words or use what someone else has put into words effectively, is important too.