Development here follows Gagné-like honesty: aptitudes, practice and catalysts. Multiple intelligences is not a finished essence.
Windows differ by domain. A closed sport window is not a closed writing window. Read the clocks.
Stages
- List valued domains
What the school actually honours.
Taxonomy first.
- Put work in each
A product, not a quiz.
Spectrum’s spirit.
- Refuse fake IQs
No eight-number printout.
Waterhouse’s warning.
- Teach the hard symbols too
MI is not an opt-out from print and number.
Equity includes access to g-loaded skills.
- Read one critique
Waterhouse 2006 or Visser 2006.
Staff literacy.
- Keep the timetable wide
The lasting institutional gain.
Use, not theory victory.
Levers
- Timetable share — Minutes for music and making are the real policy.
- Exhibition culture — Work shown, not only tested.
- Staff psychometrics literacy — g and MI can be taught as different kinds of claim.
- Anti-stereotype review — Who gets called bodily-kinesthetic or interpersonal?
- Link to identification — Domain talent searches beat a single GATE score — without eight fake IQs.
Windows
- Early childhood Spectrum-style — Many materials before one symbol dominates.
- Primary arts entitlement — The years MI most wanted to protect.
- Secondary specialisation — Profiles narrow; the taxonomy still names what was dropped.
- Adult second domains — People add a neglected intelligence later; school is not the last word.
Supports
- Project Zero archives — The institutional home of the idea.
- Korea 예고 / arts high schools — A system that already treats arts as official intelligences — without needing Gardner’s psychometrics.
- Finland arts in comprehensive years — Breadth as default, not a poster.
- CHC training for psychologists — So MI is not the only “multiple” story they know.
Multiple intelligences: catalysts and windows do the daily work. Destiny talk is the failure mode.