The question is whether or not MI and learning styles belong in the classroom. To me I believe that they belong not only in the classroom but in life as well. A great example is my brother’s workplace. He is a campus minister at Washington University in St Louis, which ultimately means that he is constantly surrounded by intellectual though and ideology. Every time that I have a conversation with him or there is a three-way conversation with me, him, and one of his friends, Myers-Briggs and other such tests come up. The thought that we can categorize people to help explain their behavior and therefore understand them in greater detail is the purpose of these such tests and knowledge. Socrates once said that to know oneself is the ultimate goal and triumph. To me this means that if a student can understand how they learn, how they express themselves, and ultimately what their personality is made up of then they have a head start on success. The American system of education is not solely about educating the students in academia but also in helping them to understand life, liberty, the pursuit of happiness, and hopefully themselves. I believe that this helps me in my classroom because it will allow me and my students to develop deeper relationships within ourselves and within our classroom. A huge step is taken inside of a classroom when the students realize that the teacher cares about them and tries to understand them. However, as great of an advantage as this knowledge is it can also have a negative affect. We all know that teenagers have moods swings equal to that of Colorado weather. Also, most teenagers do not have a clue on who they are or what they want; and because of this they tend to change frequently. Most of my colleagues in my Master’s class stated that they have changed dramatically since college and definitely since high school, with regards to their MI and learning style strengths. The one thing that worries me is that I could possibly jump into early conclusions that change as a student grows in my classroom, but not really take the challenge of acknowledging the change in their personality. Ultimately as Gardner states, this is not an exact science and can change; which is the biggest thing that I have to keep in mind.