There is very little dispute about the principal constituent elements of music, though experts will differ on the precise definitions of each aspect.… - Howard Gardner

"What is going on here? Why are students not mastering what they ought to be learning? It is my belief that, until recently, those of us involved in education have not appreciated the strength of the initial conceptions, stereotypes, and "scripts" that students bring to their school learning nor the difficulty of refashioning or eradicating them. We have failed to appreciate that in nearly every student there is a five-year-old "unschooled" mind struggling to get out and express itself. Nor have we realized how challenging it is to convey novel materials so that their implications will be appreciated by children who have long conceptualized materials of this sort in a fundamentally different and deeply entrenched way."

An a priori decision to eliminate spiritual intelligence from consideration is no more justifiable than a decision to admit it by fiat or on faith. After all, once one includes the understanding of the personal realm within a study of intelligence, such human proclivities as the spiritual must legitimately be considered. There certainly are no easy grounds for a decision, but several other intelligences deal with phenomena other than sheer physical matter. If the abstract realm of mathematics constitutes a reasonable area of intelligence (and few would challenge that judgment), why not the abstract realm of the spiritual?

Levers of Change and Tipping Points Classically, change takes place through compulsion, manipulation, persuasion, or through some combination thereof. In this book I have directed attention to deliberate and open attempts at mind change. I have also stressed the classic forms of persuasion: talk, teaching, therapy, and the creation and dissemination of new ideas and products. We must recognize, however, that in the future, these low-tech agents may well be supplanted by new forms of intervention: some will be biological, involving transformation of genes or brain tissue; some will be computational, entailing the use of new software and new hardware; and some will represent increasingly intricate amalgams of the biological and the computational realms. Perhaps the greatest challenge is to determine when the desired content has in fact been conveyed and whether it has actually been consolidated. Alas, there are no formulas for this step: each case of mind changing is distinctive. It is helpful to bear in mind that most mind change is gradual, occurring over significant periods of time; that awareness of the mind change is often fleeting, and the mind change may occur prior to consciousness thereof; that individuals have a pronounced tendency to slip back to earlier ways of thinking; but that when a mind change has become truly consolidated, it is likely to become as entrenched as its predecessor. Every example of mind changing has its unique facets. But in general, such a shift of mind is likely to coalesce when we employ the seven levers of mind change: specifically, when reason (often buttressed with research ), reinforcement through multiple forms of representation, real world events, resonance, and resources all push in one direction — and resistances can be identified and successfully countered. Conversely, mind changing is unlikely to occur — or to consolidate — when resistances are strong and most of the other points of leverage are not in place.