The Howard Gardner's Theory of Multiple Intelligences, Implications for Education and Learning
Abstract
This literature review article explores the Theory of Multiple Intelligences proposed by Howard Gardner, which suggests that intelligence is not a single, general ability, but rather a set of distinct cognitive skills. Gardner initially identified seven types of intelligence: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal, later adding naturalistic intelligence. This perspective has had a significant impact on the field of education, as it offers a broader view of human potential and challenges traditional teaching models focused solely on conventional academic abilities. The objective of this article is to analyze how this theory has been applied in educational contexts, what benefits have been reported, and what its main criticisms are. The review of various sources reveals that many educators have adopted this approach to design more inclusive pedagogical strategies that cater to individual learning styles, thereby promoting a more equitable and participatory education. However, the limitations of the theory are also discussed, including the lack of conclusive empirical evidence supporting the existence of independent intelligences in a neurological sense. Despite this, the theory of multiple intelligences remains an important reference point for curriculum design and educational innovation, as it emphasizes the value of recognizing and nurturing the diversity of student abilities in the classroom.
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