CAN MULTIPLE INTELLIGENCE THEORY BRIDGE THE GAP BETWEEN LEARNERS AND CURRICULUM? EXPLORING THE STATE OF THE ART

Abstract

Howard Gardner’s theory of Multiple Intelligences (MI) challenged the traditional, unitary conception of intelligence measured by IQ tests, which primarily assess logical reasoning, verbal abilities, and memory. Gardner proposed that intelligence is not a single, general ability but a collection of distinct modalities through which individuals interpret and interact with the world. In an educational context, MI-based pedagogy encourages learners to engage in self-assessments and reflective journaling to identify and build upon their cognitive strengths. These metacognitive practices not only deepen understanding but also cultivate self-awareness and strategic learning. Authentic incorporation of student voice and choice empowers learners to take ownership of their educational experiences. Furthermore, the student-centered nature of MI pedagogy aligns with broader goals of equity and inclusion, offering differentiated avenues for all learners to thrive. This chapter explores the pedagogical implications of Multiple Intelligences theory in fostering inclusive, student-centered learning environments. It also aims to present both ancient and contemporary educational practices in India in relation to Gardner’s MI-based instructional framework, which emphasizes the active role of learners in constructing knowledge.