While truth is ultimately convergent, beauty is ultimately divergent. No one can and no one should tell anyone else what that person should consider beautiful.

It may well be easier to remember a list if one sings it (or dances to it). However, these uses of the 'materials' of an intelligence are essentially trivial. What is not trivial is the capacity to think musically.

We should spend less time ranking children and more time helping them to identify their natural competencies and gifts and cultivate these. There are hundreds and hundreds of ways to succeed and many, many different abilities that will help you get there.

If one develops good habits and routines, it is possible to be a responsible educator most of the time; and to marshal the special energies and reflection for those times, when the correct course of action is not clear, or when one is weighing one wrong against another wrong.

Part of the maturity of the sciences is an appreciation of which questions are best left to other disciplinary approaches.

If I know you're very good in music, I can predict with just about zero accuracy whether you're going to be good or bad in other things.

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.