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Historical Influences:

Twentieth-century social critics and educational theorists like Bertrand Russell

have suggested that elements of the traditional emphasis on obedience, discipline, and

rigid instructional methods substantially detract from the potential value of formative

education. Already, by the middle of the century, the infamous physicist and philosopher

Albert Einstein characterized the modern educational system as an institution corrupted

by superficial societal definitions of personal and professional success. Contemporary

sociologists and psychologists have even suggested that substantial numbers of students

who do pursue some of the most challenging academic pursuits in higher education do so

for the wrong reasons, based on perceptions about social status goals rather than on their

greatest genuine interests

Since the inception of formal education, academic success has hinged heavily on

a very narrow set of abilities in linguistic skills and mathematical ability. While

necessary, those two sets of skills represent only two components of a much more

comprehensive set of intellectual abilities that deserve equal attention if modern

education is to provide comparable benefits to all students. Precisely because intellectual

interests, aptitudes, and optimal learning conditions vary so much among different

individuals, one of the professional educators main responsibilities is to identify the

different types

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