Gardner's multiple intelligences approach in contemporary educational practice
DOI:
https://doi.org/10.63688/0xstf512Keywords:
multiple intelligences, Gardner, educational practice, curriculum design, inclusive educationAbstract
The theory of Multiple Intelligences, proposed by Howard Gardner, has significantly influenced the understanding of learning and the organization of more inclusive educational practices. The objective of this article was to analyze the multiple intelligences approach and its application in contemporary educational practice, considering its contributions to curriculum design, pedagogical strategies, inclusive education, and teacher training. The research was developed through a systematic documentary review of academic literature published between 2000 and 2024, located in Redalyc, Dialnet, Google Scholar, ERIC, Frontiers in Psychology and ResearchGate. 35 sources were identified, of which 19 were included in the final analysis due to their thematic relevance and direct relationship with Gardner's theory. The results show that this theory favors curricular diversification, attention to different learning profiles, and the planning of pedagogical strategies focused on the student's strengths. It is concluded that, although it has empirical limitations, it maintains pedagogical value when applied critically, contextualized and articulated with other contemporary educational approaches.
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