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.

Perhaps, indeed, there are no truly universal ethics: or to put it more precisely, the ways in which ethical principles are interpreted will inevitably differ across cultures and eras. Yet, these differences arise chiefly at the margins. All known societies embrace the virtues of truthfulness, integrity, loyalty, fairness; none explicitly endorse falsehood, dishonesty, disloyalty, gross inequity. (Five Minds for the Future, p136)

Any profession should have norms around the issue you raise. And, in the words of the great economic thinker Albert Hirschman, we all owe a measure of loyalty to professional norms. But when the norms seem unhelpful or unproductive, one needs to speak up - to activate voice. And in the extreme, if the profession and one's colleagues seem estranged from a thoughtfully selected course of action, you need to consider the possibility of exit. Of course, if you knowingly violate norms or laws, you need to be prepared to face the consequences - or to lead a revolution!

In the United States these days, 'diversity' is a big word and a buzzword.

What we want... is for students to get more interested in things, more involved in them, more engaged in wanting to know; to have projects that they can get excited about and work on over long periods of time, to be stimulated to find things out on their own.

The ability to solve problems or to create products that are valued within one or more cultural settings.

Kids go to school and college and get through, but they don't seem to really care about using their minds. School doesn't have the kind of long term positive impact that it should.