~ The MI News ~
Summer  2003 Edition  (Volume 5, Number 2) | Previous Issues of MI-News
Publisher Branton Shearer | Editor Cliff Morris | E-mail administrator Larry Wilson

Last modified by Clifford Morris on Friday, 27 June, 2003. ~ 

This electronic-only (spring, summer, fall, and winter) newsletter is provided by Dr. Charles Branton Shearer's Multiple Intelligences (MI) Research and Consulting.  Since 1999, we have published two version of the newsletter: this web version and a corresponding email version. While both versions contain the same content, the email version is more abbreviated that this version. In the email version, readers are only introduced to each section and then asked to click on a corresponding web site link for the full-text version. Here are five items about the email version.

  1. To subscribe to the email version, send a message to the following address: join-MI-News@ds.xc.org
  2. For a listing of back issues available via email retrieval, send a message to the following address: mi-issues@xc.org
  3. For a listing of past individual articles, send a message to the following address: mi-articles@xc.org
  4. For addresses changes or other subscription problems, contact the technical administrator, Larry Wilson lwilson@xc.org
  5. To unsubscribe, send a message to the following address: leave-mi-news-390403N@ds.xc.org
If you have creative ideas about Howard Gardner's Theory of Multiple Intelligences (MI), have a tried-and-tested MI-based lesson plan, or you have some practical MI suggestions that you feel our readers would enjoy viewing, please email me, Clifford Morris. While we foster readers to become familiar with our own MI newsletter, we also bring to your attention two (2) other just excellent MI newsletters.  Both are excellent newsletters and contain practical articles, meaningful programs, and innovative approaches.  To read all of the fine issues of the American Educational Research Association (AERA) MI-SIG' newsletters, click here.  And to read another series of fine newsletters, published by the Association of Supervision and Curriculum Development (ASCD), please feel free to click here.

Finally, and as an aside, I was in Chicago during the week of April 20-27 to attend the 2003 Annual Meeting of the American Educational Research Association (AERA). It was a privilege for me to meet so many MI followers. They flew in from all corners of the world to celebrate the twentieth anniversary of the publication of Gardner's Frames of Mind: The Theory of Multiple Intelligences and to partake in the special three-day MI Symposium.

Table of Contents | Tables of Content of Previous Issues

  1. 20 years of Multiple Intelligences: Reflections and a Blueprint for the Future by Howard Gardner
     
  2. Mind / Brain Relations and Multiple Intelligences by Patricia Carpenter
     
  3. The Multiple Intelligences of Reading and Writing: Making the Words Come Alive by Thomas Armstrong
     
  4. A Multiple Intelligences Dissertations Data Base by Clifford Morris
     
  5. For Your Multiple Intelligences Only by Clifford Morris
    5a. Multiple Intelligences and Portfolios: A Window into the Learners Mind by Evangeline Harris Stefanakis
    5b. Pick a Brain by Karen Gold

1.  20 years of Multiple Intelligences: Reflections and a Blueprint for the Future by Howard Gardner

On Monday, April 21, during a Presidential Invited Sessions, at the 2003 Annual AERA Meeting, I sat in front of Howard Gardner as he sketched the evolution, development and future possibilities of his Theory of Multiple Intelligences. The title of his commentary was 20 years of Multiple Intelligences: Reflections and a Blueprint for the Future. Here are seven (7) quotes taken (out of context) from the first part of his interesting talk.

  1. ... In 1967 my continuing interest in the arts prompted me to become a founding member of Project Zero, a basic research group at the Harvard Graduate School of Education begun by a noted philosopher of art, Nelson Goodman.  For 28 years, I was the co-director of Project Zero and I am happy to say that the organization continues to thrive ...
     
  2.  ... I was fascinated  by [Norman] Geschwind’s discussion of what happens to once normal or gifted individuals who have the misfortune of suffering from a stroke or some other form of brain damage ... I ended up working for twenty years on a neuropsychological unit, trying to understand the organization of human abilities in the brain ...
     
  3.  ... In 1979, a group of researchers affiliated with the Harvard Graduate School of Education received  a sizeable grant from a Dutch foundation, the Bernard Van Leer Foundation ... When we carved out our respective projects, I received an interesting assignment: to write a book about what had been established about human cognition through discoveries in the biological and behavioral sciences.  Thus was born the research program that led to the theory of multiple intelligences.
     

  4. Support from the Van Leer Foundation allowed me to carry out an extensive research program ... I saw this as a[n] ... opportunity to collate and synthesize what I and others had learned about the development of cognitive capacities in normal and gifted children as well as the breakdown of such capacities in individuals who suffered some form of pathology ... My colleagues and I combed the literature from brain study, genetics, anthropology, and psychology in an effort to ascertain the optimal taxonomy of human capacities.
     

  5. I can identify a number of crucial turning points in this investigation ... I decided to call these faculties “multiple intelligences” rather than abilities or gifts ... This seemingly minor lexical substitution proved very important ... A second crucial point was the creation of a definition of an intelligence and the identification of a set of criteria that define what is, and what is not, an  intelligence ... I feel that the definition and the criteria are among the most original parts of the work ...
     

  6. ... given the mission of the Van Leer Foundation, it was clear to me that I needed to say something about the educational implications of MI theory ... I conducted some research on education and touched on some educational implications of the theory ... This decision turned out to be another crucial point because it was educators, rather than psychologists, who found the theory of most interest ...
     

  7. ... The main lines of the argument had become clear.  I was claiming that all human beings possess not just a single intelligence (often called “g” for general intelligence).  Rather, as a species we human beings are better described as having a set of relatively autonomous intelligences ... While we all have these intelligences, individuals differ for both genetic and experiential reasons in their respective profiles of intellectual strengths and weaknesses.  No intelligence is in and of itself artistic or non-artistic; rather several intelligences can be put to aesthetic ends, if individuals so desire ...

To read the full-text of his talk, go to http://pzweb.harvard.edu/PIs/HG.htm and click on the "NEW" link, on the left hand side of his home page.

2.  Mind / Brain Relations and Multiple Intelligences by Patricia Carpenter

Later on in that same afternoon, I was again privileged to hear another MI commentary ... only this time from Dr. Patricia Carpenter, currently the Lee and Marge Gregg Professor of Psychologist at Carnegie Mellon University and also a member of the Center for the Neural Basis of Cognition. As one of the pioneers in the study of language and reading comprehension, she is actively engaged in applying the results of neuroscience research findings from traditional behavioral studies of cognition.  Her ongoing research interests include mental imagery, problem solving, language comprehension, and visually-based problem solving.

Here is what she said at that time:

"After a career of examining individual differences in cognition and almost a decade of using neuroimaging, it is a delight to bring these research interests to bear on the issue of multiple intelligences (Gardner 1983, 1999).  Before addressing multiple intelligences, I think it is crucial to try to understand the relationship between what we call 'mind,' that is, the processes of perceiving, thinking and acting, and the brain.  I will summarize a novel proposal (Davia, 2003) that may solve some fundamental issues in my field and help us understand better the multiple intelligences, our own as well as those with whom we interact in our classrooms.

The success of neuroimaging, that is, our technical ability to monitor and quantify the waves of activity that occur as someone looks at a checkerboard or solves a mental rotation problem, has led to some paradoxes.  Let me give two examples.  One is that the areas and amount of activation depends on the skills of the individual relative to the task.  For example, in a mental rotation task, there is a network of activity in various areas (including the parietal and inferior temporal regions), and the amount of activity increases with the difficulty of the problem (Carpenter, et al., 1999); similar results have been found across all sorts of tasks, language comprehension, objects recognition.  Similarly, early stages of learning to rotate (in Tetris) are characterized by widespread activation; skill results in much, much less (Haier et al., 1992).  Clearly, the brain is intimately involved in mind, but we do not yet have a non-reductionist answer to the question:

How do we ground our understanding of perceptions -thoughts -actions in biology?

One difficulty might be that in cognitive psychology and cognitive neuroscience, we generally assume that the mind/brain represents an external world.  This representation assumption is widespread in spite of a number of baffling questions that it leaves in its wake.  One is accounting for how perception changes as you learn, for example, as you become a chess player, a reader, a musician, a teacher or a radiologist.   Perception isn't some neutral, unedited snapshot of the world; it depends in part on the expertise of the perceiver!

But not every theorist accepts the representation assumption.  The perceptual psychologist, J. J. Gibson (1979) argued against it and emphasized that perception is sensitive to invariants (spatial relations that persist through time).  I think the best evidence for Gibson comes from recent sensory substitution research helping the blind to see.  One of the most compelling demonstrations, by Meijer (2002), uses auditory 'sound-scapes' generated by a camera that sweeps the scene from left-to-right and top-to-bottom, and varies the amplitude according to the intensity.  The fact that a person who was blind was able to learn to see after working with this system for two years is consistent with the hypothesis that visual perception depends on invariants, not the eyes per se. Also, dynamic systems theorists have argued against representation assumption (e.g., Swenson & Turvey, 1991; Thelen & Smith, 1994; van Gelder, 1998).

Nevertheless, a second question is:  What alternative is there to the hypothesis that we represent or code an external world?

To address these issues, let's consider a novel proposal by Davia (2003) on the relation of mind and brain, a proposal that is related to other proposals about embodied cognition (Maturana & Varela, 1980; Varela, Thompson & Rosch, 1991).  Because my time is brief, this is an invitation for you to read these proposals and begin a dialogue (Davia, 2003).

First, like the neuroscientists Maturana and Varela, Davia suggests that we root our understanding of cognitive processing in living systems.  Specifically, he asked 'how do living systems, whether a human being, an organ or cell, maintain their organization in environments that includes other complex, dynamic systems; what enables their ability to persist?' Or relatedly, we are used to thinking about physiological systems that have 'functions' such as perception, memory, language. What enables those 'functional' systems to persist as organized entities?  Are there yet other systems that maintain those systems; and if so, might there not be an infinite regress?

For a specific answer, Davia (2003) looked to catalysts, such as enzymes, and the process of catalysis. Enzymes are molecules that speed a chemical reaction and then emerge unchanged.  Catalysis, at an abstract level, is the process of moving to a more stable thermodynamic state; two less stable molecular reagents may combine into a single, more thermodynamically stable product. Catalysis is a process by which structural hindrances (such as the shapes of the molecules) are somehow overcome to facilitate the thermodynamic reaction.   A basic summary of his thesis is:

There is a single process that underlies all living processes, including neural processes and psychological processes. That process is catalysis.

To go to the end-point of his thesis, Davia argues that in a very real way, not metaphorically, our perceptions, our thoughts, and our very being are catalytic processes that make explicit the implicit orders (invariants) that are present in our environment; the brain is a catalyst.

Recent research that suggests that enzyme catalysis may involve soliton waves (Davia, 2003).  Solitons were discovered in water in a canal in the mid-1800's.  They are very robust, solitary waves (hence, solitons) that maintain their energy and structure while traveling a relatively long distance.  They are on the cusp between ordinary, dissipative, linear waves and chaotic, white-water waves.   Solitons are a vibrational mode of the enzyme that enables the molecular reagents to overcome the structural hindrance (their normal shapes) that typically stand in the way of their 'getting together.'  Importantly, solitons can only persist in environments with order or invariants. Davia suggests that they persist by utilizing that order.

Key to Davia's argument is his observation that solitons are ubiquitous in living systems,  not just at the level of the enzyme, but also in muscle contraction and expansion, protein folding, and the surface of cells. The neural action of the heart conforms to a soliton, and importantly, neural firings are solitons.  In other words, the solitonic mechanism may not just mediate catalysis at enzymatic level, but also up the scale to the action of neurons.

Perhaps you've followed this argument sufficiently to understand what catalysis might mean for enzymes at the molecular level.  But what might it mean for the brain?  The suggestion is that the brain provides paths for the energy that arises from glucose and oxygen to dissipate according to the invariants in the patterns that are imposed by the senses and the body (Davia, 2003). We are not representing the patterns in the environment, we are catalyzing those patterns.

What intuition might clarify this new way of thinking about the mind/brain relation?  Imagine a child she can recognize a visual pattern, looking at a pattern of dots that happen to make what we recognize as a pattern, say a triangle (borrowed from Davia).  In the V-1 layer of her cortex, there are chaotic neural firings, dissipative and white-water waves of energy.  But at some point, when the child first perceives the triangle, the spatial relations that define the triangle persist, perhaps sustaining a solitonic wave of neural activity. Thus, the triangle is not the pattern of dots, but actually is made explicit by the child's phenomenology. The triangle comes into being in her experience.  When the tree falls in the forest, there are waves, but sound occurs if the woodcutter's neural system metabolizes that pattern.  Our experience, the very stuff of our human lives, occurs not by representing some fixed outside environment, but by making explicit the patterns (invariances) through the process of catalysis.

Such a process provides a possible mechanism for the direct perception discussed by Gibson (1979) and others (including Shepard, 1984). It suggests that the brain is attempting to find paths to dissipate the energy imposed by the senses and tasks; of course, the disspation paths are novel when a skill is only being learned.  Expertise involves the automatic invocation of the appropriate strategies; the brain may be trying to get to a place where it doesn't have to change (Davia, 2003). It provides a way to explain how expertise influences perception; expertise is, in part, increasing sensitivity to patterns in the environment, at several levels. The theory provides a possible mechanism to explain how sensory substitution, including Meijer's sound-scapes, might enable an individual who is blind to see with an entirely different sensory input. The ability of waves of neural activity to be sustained in the brain depends upon the invariants on the environment, imposed by the senses. The real revolutionary implication is that we are not representing a fixed, exterior environment, rather, the very phenomenology of perception makes explicit the patterns.  We do not fantasize the world, but neither is it independent of the perceiver.

Davia's proposal is a theory, just like information processing is a theory, but I believe it has some profound implications for how we view multiple intelligences.  First, there is the fractal nature of catalysis; fractals are associated with self-similar structures that have a theme but also variety.  Davia's theory suggests that living processes are mediating our environments at all levels, essentially fractal processes.  Their apparent dissimilarity may be the result of the fact that catalysts at a 'higher level' catalyze different, more complex environments.  The fractal nature of catalysis reflects the inherent creativity of living processes.  So I would agree with Howard Gardner that there are multiple intelligences, but this model suggests that seven does not capture the inherent variability in human experience.  Just as the number of different snow flakes may be infinite, so too human intelligences, in the sense of human phenomenologies.

Second, this theory suggests an intimate relation between environment and phenomenology; we are not agents that are independent of our environments.  Our experiences, the phenomenology that constitutes of our lives, are very much dependent on the transitions of the environments that we are catalyzing.

The metabolism that constitutes perceiving and thinking, are anchored in our bodies and nervous systems. The model may give a new role to the intelligence that is carried in the body, that constitutes the expertise we've implicitly acquired from our experience in the world.  Of course, we can build on that expertise through instruction, but it suggests a key role for learning-by-doing.

I honor Gardner's theories because they have opened up the concepts of intelligence and creativity and made both concepts richer and more varied than were acknowledged previously in my field.  Davia's proposal takes Gardner's ideas in a new direction, suggesting that the variety underlying 'intelligence' is much greater, as it is in all living processes; it suggests that creativity is central to phenomenology.  Both insights, I hope, will inform and change how it is that we help our children learn to be in the world."

References

Carpenter, P. A., Just, M. A., Keller, T. A., Eddy, W. F., & Thulborn, K. R. (1999).  Graded functional activation in the visuo-spatial system with the amount of task demand.  Journal of Cognitive Neuroscience, 11

Davia, C.J. (2003).  Minds, brains and catalysis: An ontological approach.  Manuscript submitted to Behavioral and Brain Sciences.  Available from the author (Davia@andrew.cmu.edu); Carnegie Mellon University, Pittsburgh, Pa. 15213.

Gardner, H.  (1983).  Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.

Gardner, H. (1999).  Intelligence Reframed: Multiple Intelligences for the 21st Century.  New York: Basic Books

Gibson, J. J. (1979).  The Ecological Approach to Visual Perception. Boston: Houghton Mifflin Co.

Haier, R. et al. (1992)  Cortical glucose metabolic rate correlates of abstract reasoning and attention studied with positron emission tomography.  Intelligence, 12, 199-217.

Maturana, H. R., & Varela, F. J., (1980) Autopoiesis and Cognition: The Realization of the Living.  Vol. 42: Boston Studies in the Philosophy of Science. Dordrecht: D. Reidel.

Meijer, P. (2002) Sensory Substitution I: Visual Consciousness in Blind Subjects? Presentation in the Tucson 2002 conference, "Toward a science of consciousness." Tucson, AZ.

Reichle, E. D., Carpenter, P. A., & Just, M. A. (2000)  The neural bases of strategy and skill in sentence-picture verification.  Cognitive Psychology, 40, 261-295.

Swenson, R., & Turvey, M. T. (1991). Thermodynamic reasons for perception-action cycles.  Ecological Psychology, 3, 317-348.

Thelen, E. & Smith, L. B., (1994). A Dynamical Systems Approach to Development of Cognition and Action. MIT, MA: Bradford Books, MIT Press.

van Gelder, T. (1998). The dynamical hypothesis in cognitive science. Behavioral and Brain Sciences, 21 (5): 615-665.

Varela, F., J., Thompson, E., & Rosch, E. (1991). The Embodied Mind: Cognitive Science and Human Experience.  Cambridge, MA: MIT Press.

3.  The Multiple Intelligences of Reading and Writing: Making the Words Come Alive by Thomas Armstrong

In The Multiple Intelligences of Reading and Writing: Making the Words Come Alive, Thomas Armstrong shows us, once again, how to use Howard Gardner's Theory of Multiple Intelligences to help anyone, especially students, to become more effective readers and writers by connecting words to images, feelings, logic, physical expression, music, social interaction, oral language, and nature. This informative book provides numerous ideas, strategies, tips and resources for teaching everything from grammar and spelling to word decoding and reading comprehension.

Here is the Table of Contents to that book with items 2-4 available on-line for your viewing.

  1. Dedication
  2. Introduction
  3. Chapter 1. Literacy, Multiple Intelligences, and the Brain
  4. Chapter 2. Coming to Grips with the Musculature of Words
  5. Chapter 3. Seeing the Visual Basis of Literacy
  6. Chapter 4. Grooving with the Rhythms of Language
  7. Chapter 5. Calculating the Logic of Words
  8. Chapter 6. Feeling the Emotional Power of Text
  9. Chapter 7. Relating to the Social Context of Literacy
  10. Chapter 8. Speaking Out About the Oral Basis of Reading and Writing
  11. Chapter 9. Opening the Book of Nature
  12. Conclusion
  13. References

4.  A Multiple Intelligences Dissertations Data Base by Clifford Morris

In 1983, Basic Books Inc. of New York published Howard Gardner's Frames of Mind: The Theory of Multiple Intelligences (MI). In the ensuing twenty (20) years, many doctoral candidates have incorporated his MI notion as a theoretical basis for their dissertations. Over the past two (2) years, I have captured citations and abstracts of some of these dissertations, to store them in an especially-developed web site data base and to share them with you for your research interests. ProQuest Digital Dissertations has given me written permission to keep this data base updated. Please note that, at this time, this tiny data base contains, in the main, only those dissertations currently registered with ProQuest Digital Dissertations (PDD).

To summarize and to quote directly from the PDD web site, they have over 1.6 million entries; they claim to be "the single, authoritative source for information about doctoral dissertations and master's theses." They say that their database represents the work of authors from over 1,000 graduate schools and universities. They also state that they "add some 47,000 new dissertations and 12,000 new theses to the database each year."

Their "database includes bibliographic citations for materials ranging from the first U.S. dissertation, accepted in 1861, to those accepted as recently as last semester. Citations for dissertations published from 1980 forward also include 350-word abstracts written by the author. Citations for master's theses from 1988 forward include 150-word abstracts. The full text of more than one million of these titles is available in paper and microform formats. Institutional subscribers to ProQuest Digital Dissertations receive on-line access to the complete file of dissertations in digital format starting with titles published from 1997 forward."

To former readers of this newsletter, including first time viewers, here is a short update about my data base.  As of June 17, 2003, I have uploaded 214 MI citations and abstract records to the data base.  Approximately 88% (n=188) have been dissertations of a doctoral nature. Of this percentage, about 48% (n=90) have been cited in EdD's and 52% (n=98) have been cited in PhD dissertations. The immediately below column only summarizes major Multiple Intelligences (MI) based records. I say major deliberately as some MI citations and abstracts, while citing MI, did not meet my final approval. As an aside, I feel somewhat competent to select only the best of MI dissertations, as I have been reading and writing about MI since 1985.

Thus far, I have located, downloaded, and uploaded eleven (n=11) records for the 2003 calendar year.  Here is the list of the remaining number (n) of uploaded records for the past twenty (20) years.

2002 (n=23)
2001 (n=13)
2000 (n=18)
1999 (n=27)
1998 (n=25)
1997 (n=25)
1996 (n=20)
1995 (n=16)
1994 (n=11)
1993 (n=05)
1992 (n=02)
1991 (n=07)
1990 (n=05)
1989 (n=01)
1988 (n=00)
1987 (n=02)
1986 (n=03)
1985 (n=00)
1984 (n=00)
1983 (n=00)

Here is a copy of the most recently added (June 17, 2003) file:
 
Accession Number: AAT 3076520
Author: Rockwood, April Collins PhD Title: Bodily-kinesthetic intelligence as praxis: A test of its instructional effectiveness
Subject: Curriculum and Instruction, Educational Psychology
Source: Dissertation Abstracts International (DAI) A 63/12, p. 4223, Year = 2003 June  This thesis consists of 202 pages.
Abstract: Bodily-kinesthetic intelligence (BKI) from Howard Gardner's 1983 Theory of Multiple Intelligences (MI) was operationally defined as neurological praxis, which is the ability to plan, execute in a synchronized manner, and continuously readjust physical skills during purposeful motor activities. The affects on learning from instruction that contained meaningful physical actions directly related to occupational therapy vocabulary words, was compared to teaching by explanation and demonstration in 63 college graduate students from educational psychology classes. Results showed that both groups learned the OT terminology equally well and retained an equivalent amount over time, but those in the kinesthetic-praxis, action-based learning group (N = 30) enjoyed the lesson more, and appeared more attentive and enthusiastically engaged, than those in the stationary group (N = 33). Psychometric properties of the Rockwood Multiple Intelligences Scale and Branton Shearer's 1996 Multiple Intelligences Developmental Assessment Scales (MIDAS) were analyzed and found to be reliable and the BKI subscales showed evidence of construct validity.
Acknowledgement: The immediate above dissertation citation and abstract has been published here with the written permission of ProQuest Digital Dissertations. A copy of the complete dissertation may be obtained by addressing your request to UMI® Dissertation Services, 300 North Zeeb Road, Ann Arbor, MI 48106-1346 USA. Telephone (734) 761-7400; Web-page: wwwlib.umi.com/dissertations. Further reproduction is prohibited without written permission. For additional information about this Multiple Intelligences (MI) database, contact its administrator, Clifford Morris, Ottawa, Ontario, Canada. His email address is cmorris@igs.net and his web site address is http://www.igs.net/~cmorris. The above MI record was added to the data base on Tuesday, June 17, 2003.

For more information about the much larger PDD data base, dial 1-800-521-0600, at extension 3042 (if you live in the United States). If you reside outside of the United States or in Canada, you can call 1-734-761-4700, at extension 3042.

To search the MI dissertations data base, go to http://corpweb.igs.net/~cmorris/dissertations.php

5.  For Your Multiple Intelligences Only by Clifford Morris

5a. Multiple Intelligences and Portfolios: A Window into the Learners Mind by Evangeline Harris Stefanakis

Evangeline Harris Stefanakis teaches at the Harvard Graduate School of Education in Cambridge, Massachusetts. Her current work, with educators and schools, focuses on assessing and teaching diverse learners in bilingual, special education, and community-based programs.

In her recent book, Multiple Intelligences and Portfolios: A Window into the Learners Mind, she provides many concrete, practical and meaningful suggestions for translating Howard Gardner's MI theory into curriculum and assessment practices in the context of urban classrooms.  By combining the collection and analysis of student work in comprehensive portfolios, Stefanakis offers a framework for teachers to improve the assessment of diverse individuals.  She is especially well suited to the task of combining theory, philosophy, and practice on this topic. She has helped teachers, teacher educators, and school leaders understand both MI theory and how to use portfolios to personalize their teaching to better serve all students, including those who are bilingual and have disabilities. She worked with the Harvard Project Zero on the Massachusetts Schools Network on a three-year effort to implement school wide portfolio assessment in thirteen urban and rural schools.

To purchase this book and to read some of the positive reviews about this book, click here.

5b. Pick a Brain by Karen Gold

In the Friday, September 20, 2002 issue of The Times Educational Supplement, there is an interesting copy of an interview between Howard Gardner and Karen Gould.  Here is the opening paragraph from that interview:

"There are eight and a half to choose from, according to Howard Gardner, whose ideas on 'multiple intelligences' have been embraced enthusiastically by educationists around the globe. But he fears the industry that has grown up around his work has distorted his beliefs. Karen Gold spoke to him about the rift between theory and practice.

To read the full text of that interesting interview, click here

The next issue of the MI-News newsletter (vol. 5, no. 3 -- Fall 2003) is scheduled to this web location in mid-September.

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