Topic 1: Foundations of Multiple Intelligences Theory

Multiple intelligences (MI) theory has attracted much attention in the field of education as a useful framework for educators and curricula all over the world. Although Howard Gardner, the pioneer of this theory, did not intend to create the theory for education instruction, it became popular in educational practice as it caters for studentsu2019 diverse profiles, through providing multi-way learning tools and assessment opportunities. Various studies connected MI and education, such as multiple intelligences in the classroom (Armstrong, 2009), teaching and learning through multiple intelligences (Campbell et al., 1996) and multiple intelligences-based instructions (Yaumi, 2013).

MI-based instruction has expanded the existing repertoires beyond teaching through traditional linguistic and logical/mathematical ways. It is a learner-centred learning strategy that recognizes that individuals have their capacity levels, talents, learning preferences and can activate their intelligences if they are given the right opportunities (Gardner, 2006; Lazear, 2003). In this sense, all students can be successful in various ways according to their pace, though some of them will improve more readily in one area than in others. Every educatoru2019s role is to provide a rich environment for students to interact with, to expose them across the various intelligences and uncover their areas of strengths while at the same time develop all the intelligences so they gain some proficiency level and a multi-skilled personality; an essential aspect for children’s subjective wellbeing.