On Fri, 2007-10-26 at 16:37 -0700, Jim Devine wrote: > These criteria were needed, as I understand it, to keep > the number of different kinds of intelligences down
Just my point, I think. > Actual experience with real-world students is very > important to teaching. This is good to hear. > But it helps to have a broader framework. Does it, though? That's what I wanted to know. Some concrete detail would be useful. There are plenty of areas of life in which theory provides little guidance and may in fact make things worse -- where what passes for theory has much the same epistemological status as phrenology. Theories of cognition, it seems to me, are at about the same point nowadays that theories of chemistry were when phlogiston was still a key concept.
