When speaking to parents, I encourage them to take their child(ren) to a children's museum and watch carefully what the child does, how she/she does it, what he/she returns to, where there is definite growth. Teachers could do the same or could set up 'play areas' which provide 'nutrition' for different intelligences... and watch carefully what happens and what does not happen with each child.

An intelligence is the biological and psychological potential to analyze information in specific ways, in order to solve problems or to create products that are valued in a culture.

Distinguish between the work and the job title. When I was leaving school in the early 1970s, many people wanted to be journalists, carrying out investigative reporting for print newspapers. Print newspapers may not exist in twenty years. But good thinking and good writing about issues that need to be reported and investigated will always be needed; but where this happens, what it is called, and who pays for it may be quite different than could have been envisioned by the great journalists of the past.

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

Teaching which ignores the realities of children will be rejected as surely as any graft which attempts to ignore the body's immune system.

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

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.