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.

If you enjoy reading, writing, learning, and sharing what you have learned, don't hesitate to look for a life where you can continue to do those things. It could be as a scientist, an educator, an editor, a journalist, the founder of an organization. You only live once, and it is a tragedy if you deny yourself these options without trying to pursue them.

Intelligence is the ability to find and solve problems and create products of value in one's own culture.

I don't think that it is necessary to rethink curricular goals. But it is certainly worth thinking about whether these goals can be reached in multiple ways.

I reject the notion that human beings have a single intelligence, which can be drawn on for the full range of problem solving.

Intelligences are enhanced when a person is engaged in activities that involve the exercise of that intelligence. It helps to have good teachers, ample resources, and personal motivation. Anyone can improve any intelligence; but it is easier to improve the intelligence if those factors are available and if you have high potential in that intelligence.

The countries who do the best in international comparisons, whether it's Finland or Japan, Denmark or Singapore, do well because they have professional teachers who are respected, and they also have family and community which support learning.