There are now hundreds of schools based on the idea of "multiple intelligences," says James Traub in the New Republic. Referred to as "M.I." by supporters, it is a theory that few psychologists accept, and some view as nothing more than a "hunch and opinion." However, M.I. is appealing to educators, says Traub, because it offers "an explanation for academic failure in which the problem lies in the system of measurement rather than the student or the teacher...."

Harvard University researcher Howard Gardner expounded on M.I. theory in an influential book, "Frames of Mind," 15 years ago. Like Robert Coles in "The Moral Intelligence of Children" and Daniel Goleman in his bestseller "Emotional Intelligence," Gardner argues against the supremacy of logic.

• The consensus among psychologists is that intelligence can be measured accurately by tests for such traits as memory, vocabulary, spatial thinking, the ability to draw analogies and solve puzzles.

• Gardner says these tests measure only two types of intelligences -- linguistic and logical-mathematical -- while ignoring five other intellgiences: musical, spatial, bodily kinesthetic, intrapersonal and interpersonal.

• No one doubts these other mental aptitudes exists, says Traub; they just think they aren't as important, whereas Gardner claims there is no mental hierarchy and no underlying, single intelligence.

Educators have applied Gardner's theory, developing curricula that devote equal emphasis to all the M.I. For instance, in one M.I. activity, a circle of children toss a ball around while they compliment each other. Then they write songs about the activity, play charades and talk.

Taub says "M.I. legitimizes the fad for 'self-esteem,' the unwillingness to make even elementary distinctions of value..." He suggests U.S. schools aren't giving enough emphasis to academic disciplines based on logical and linguistic skills, not too much.

Source: James Traub, "Multiple Intelligence Disorder," New Republic, October 26, 1998.