Abstract
This paper approaches the problem of diversity in an educational context. The balance between diversity and unity is an old philosophical question. Education has not been spared the struggle for the answer to this dichotomy. The application of multiple intelligences theory, based on the administration of a MIDAS questionnaire, has revealed a detailed panorama of the potential of a group within the context of the education system. The problem of diversity is not bound to the direct teaching or immediate address of this potential. It is not only a question of the immediate but also a question of what the future holds and how this potential unfolds and is folded by the context of the global village and its speeded time spiral.
 Keywords: Educational diversity, cultural diversity, multiple intelligences theory, interpersonal intelligences, intrapersonal intelligence.
Highlights
When coupled with a new theory, as in the case of multiple intelligences theory, the interest and preoccupation are beyond curiosity
Beginning as an application to see how it is possible to enhance the motivation and educational results, the administration of the MIDAS questionnaire to secondary school students has revealed data that are beyond mere imagination and possibility based on empirical and simple tests designed as an immediate attempt ad hoc and hic et nunc
The lists of activities, marks and other information to be categorised and analysed are not just a simple list of constructs, characteristics or dry pieces of information. These are elements and parts that compose personalities, characters, talents and future professionals, or just simple beings that would choose one or another path in life, in one place or another having to face and solve more or less complex problems in various contexts and encounters. It is justified for a parent or teacher to ask: ‘Does this sustain the student’s effort to become a professional in that field or another?’, ‘would he succeed?’, ‘do I take part with this student in a competition and win first place?’ and well, all these depend on the components that intrapersonal and interpersonal intelligences
Summary
The elements that were taken into account when designing the constructs for this type of intelligence are: (1) Chapin Social Insight Test, (2) social intelligence test and (3) inventory for social skills (The MIDAS: A Professional Manual, YEAR? p. 49). The elements that were taken into account when designing the constructs for this type of intelligence are: (1) Chapin Social Insight Test, (2) social intelligence test and (3) inventory for social skills The administration of the MIDAS questionnaire (Shearer, 1999) to both experimental (n = 31) and control (n = 32) groups provided the following distribution for this type of intelligence (Table 1). The variation in score for each student is observable for this type of intelligence.
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