Our book is unique for the following reason: it explicitly addresses the connection between multiple intelligences and gifted education. In our view, MI has sometimes been misused to attack gifted education, by saying that all children are gifted in one or another intelligence. Similarly, some proponents of gifted education have attacked MI, calling it simplistic and "convenient" as an excuse to weaken gifted programs. MI should not be used as a way to eliminate gifted education programs, nor should it become an excuse for not addressing the unique needs of gifted students. Let us not sacrifice the benefits and potential of appropriately implementing MI because of criticisms of the manners in which some have chosen to design various MI programs. The theory, on its surface, is easy to understand--an elegance enhancing its popular appeal--but it has depths few choose to plumb.
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