Abstract
Howard Gardner’s theory of multiple intelligences has challenged the historical view of intelligence as a fixed quantity since he first published Frames of Mind in 1983. Gardner prefers to describe cognitive ability as a set of eight intelligences. Once merely a theoretical perspective, Gardner’s view of intelligence can be seen in a new light with the advances in brain research in the field of neuroscience. The connection between how the mind is organized and the education of students suggests a need for additional classroom teaching and testing applications. A focus on traditional linguistic and logical teaching and testing strategies must broaden to include strategies that meet the needs of diverse learners. Yet, can neuroscience and its implications for education co-exist with the No-Child-Left-Behind classroom?
This is an original work
1
This work has not been previously published
1
IRB approval verification
Yes
Recommended Citation
Phillips, H. (2010). Multiple Intelligences: Theory and Application. Perspectives In Learning, 11 (1). Retrieved from https://csuepress.columbusstate.edu/pil/vol11/iss1/4
Included in
Curriculum and Instruction Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons, Teacher Education and Professional Development Commons