MULTIPLE INTELLIGENCIES

The Multiple intelligences is an educational theory, first developed by Howard Gardner, that describes an array of different kinds of "intelligences" exhibited by human beings. Gardner suggests that each individual manifests varying levels of these different intelligences, and thus each person has a unique "cognitive profile." The theory was first laid out in Gardner's 1983 book, Frames of Mind: The Theory of Multiple Intelligences, and has been further refined in subsequent years.
The theory was proposed in the context of debates about the concept of intelligence, and whether methods which claim to measure intelligence (or aspects thereof) are truly scientific. Gardner's theory argues that intelligence, as it is traditionally defined, does not adequately encompass the wide variety of abilities humans display. In his conception, a child who masters multiplication easily is not necessarily more intelligent overall than a child who struggles to do so. The second child may be stronger in another kind of intelligence, and therefore may best learn the given material through a different approach, may excel in a field outside of mathematics, or may even be looking through the multiplication learning process at a fundamentally deeper level that hides a potentially higher mathematical intelligence than in the one who memorizes the concept easily. 'The theory suggests that, rather than relying on a uniform curriculum, schools should offer "individual-centered education", with curriculum tailored to the needs of each child.[1] (This includes working to help students develop the intelligences in which they are weaker.)' Gardner identifies kinds of intelligences based upon eight criteria. His eight criteria for describing something as an independent kind of intelligence (rather than merely one of the skills or abilities included in a kind of intelligence, or a synonym for, or combination of other kinds of intelligence) include