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A number of interesting issues got raised during the session and subsequent discussion, among them ...

people person skills are soo important, and i am sure that we all know people who are incredibly good with people and perhaps not as good at other things... what part of the brain controls that? how can we cultivate people-skills? why don't we learn them explicitly in school? ... simonec    (see The Brain and Social Organization/Culture and Social Cognition and the Bipartite Brain

What about the person who is good at everything as opposed to person who is not really good at anything?  We briefly touched on this in class, but it seems like multiple intelligence is clearly a step forward from IQ testing, but not even close to an end solution ... FinnWing

In our experiment in co-constructive inquiry mode, its also worth thinking abit about the session itself.  What worked?  What didn't?  Kate's reflection:

Running a classroom is hard. While we were able to broach several of the issues and topics that we had laid out for discussion, it still felt like we hadn't really unpacked the pros and cons of Multiple Intelligence Theory being used in the classroom. That said, I think we started a great conversation about what "intelligence" is, and whether or not it overlaps with "ability," particularly in the light of Gardner's MI work. We used hands-on activities to explore Multiple Intelligences which, I think, was fun--we were able to follow up with the more typical lecture/discussion format. While everyone worked on their own brand of intelligence (Musical, Linguistic, etc), everyone thought about what constitutes intelligence and ability: the ability to learn, the ways in which we learn, what it means to "know" something-- we weren't able to explore everything in full, but we started a conversation that I hope will continue in the future.