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Here is another critique on MI. Interesting insights are presented here. 

The author contrasts the MI intelligence with single intelligence and says that single intelligence is not educable, rather it is an innate capacity. As an educator, this criticism for MI is useful for me only because I remember to be critical to the theory and begin to search for weakness of it. Otherwise the authors view of single intelligence (non-educable and innate) shows me, as an educator, no direction about my teaching. So I find the Gardner's view (though it may not be a theory) more compelling than the authors view even if I agree that there are problems with Gardner's word choices. Rather than "multiple intelligence theory" he could use "practices of multiple abilities".

You will find all authors and their related work that criticizes MI theory. One notable and recent critique that Turkish academicians made: DECIPHERING THE THEORY OF MULTIPLE INTELLIGENCES: AN ISLAMIC PERSPECTIVE http://www.ijbssnet.com/journals/Vol._2_No._11_[Special_Issue-June_2011]/32.pdf

Agreed! But I posted this for us to see and be aware of some people in Turkish Education. Thanks for your time and comment.

For the first time I see that a scientific theory is tried to be challenged by a divine source rather than a scientific source. In my opinion, scientific debates should rely on scientific data and reasoning. Since divine sources describe an eternal truth, such sources make scientific debates and progress meaningless. In that sense, I think that this article's applicability and validity is open to discussion. Thank you Dinçer, it was one of the most interesting articles that I have run across so far.

This is the website for Multiple Intelligence Institute. It has information on the applications of MI and the models developed. Also current information on the MI theory can be found.

I really liked the MI network part in the site. It is useful to see different ideas about curriculum for us as teachers :))

Here is a guide to understand Emotional Intelligence. Its history, description and measurement in included as information.

an real example from Korea

What I also find interesting is, somebody watching the video asked questions to the teacher in the video about working in Korea as a teacher. The power of social media!!

Çoklu Zeka Kuramı; zekanın tek bir boyutta olmadığını, aksine her bireyin farklı derecelerde, çeşitli zekalara sahip olduğunu öne sürmektedir (Gardner, 1993a, 1993b; Armstrong, 2000; Campbell & Campbell, 1999; Baş, 2009). Bireylerdeki bu zekaları ortaya çıkarabilecek olan kurum ise "okul"dur. Ancak, okulda bireylerin bu zekalarının ortaya çıkarılmasında bir takım sorunlarla karşılaşılmaktadır.

Friends, you can also find a word attachment article on mulitple intelligence on Turkish education by the instructor from Osman Gazi University. http://www.google.com.tr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CFAQFjAD&url=http%3A%2F%2Faof20.anadolu.edu.tr%2Fbildiriler%2FBahaddin_Acat.doc&ei=SLbEUPxukd2yBqfEgfAP&usg=AFQjCNFtt27HLEJxy4iw5QGIbLi36VqsZQ&sig2=avb5EU37rNXbuYWGcW1Jtg

Science fields do not seem famous any more.

The important point in this case is that only girls who study for A-level physics are the ones who came from Girls' schools. It means that as the text stated, mix schools have a kind of characteristic that stereotype the physics as if it was boys' area. However, in my opinion, that's not true. Unless a job does not require so much muscles, it can be handled by both males and females. In physics, the brain, intelligence, and the disciplined work is necessary which are highly available in human beings, not just only in males.

http://www.telegraph.co.uk/education/9609566/Girls-put-off-studying-science-in-mixed-gender-schools-says-headmistress.html Another news related to this!