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A CMI‐triplization paradigm for reforming education in the new millennium

Yin Cheong Cheng (Asia‐Pacific Centre for Education Leadership and School Quality, Hong Kong Institute of Education, Hong Kong)

International Journal of Educational Management

ISSN: 0951-354X

Article publication date: 1 July 2000



This article proposes a new paradigm including the concepts of contextualized multiple intelligences (CMIs) and triplization for reforming education. A pentagon theory is developed as the base for learning and teaching, to help students develop the necessary CMIs in the new century. Then the article illustrates the concepts and processes of triplization, including globalization, localization, and individualization, and explains why they together can provide a completely new paradigm to reform school education, curricula and pedagogy and how they can substantially contribute to the development of CMIs, of not only students, but also teachers and schools. Finally, the implications of the new paradigm for changing curricula and pedagogy are advanced. It is hoped that the new century education can support students becoming CMI citizens, who will be engaged in life‐long learning and will creatively contribute to building up a multiple intelligence society and global village.



Cheong Cheng, Y. (2000), "A CMI‐triplization paradigm for reforming education in the new millennium", International Journal of Educational Management, Vol. 14 No. 4, pp. 156-174.




Copyright © 2000, MCB UP Limited

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