Multiple Intelligences in Gifted and Talented Education: Lessons Learned From Neuroscience After 35 Years
C. Branton Shearer
Abstract
Multiple intelligences (MI) theory was one of the first modern theories of intelligence to be based on neural evidence. The relationship between creativity and intelligence has been a matter of debate as has the role of MI theory in gifted education. An extensive array of neuroscience evidence is reviewed as it pertains to the validity of MI theory. Data are presented that describe neural architectures for a proposed new category of Cognitive Qualities that includes Creative Cognition, Esthetic Judgement, and Insight/Intuition. The implications for understanding the minds of gifted individuals with the goal of personalizing instruction to maximize achievement and life development are reviewed. Five key principles drawn from educational cognitive neuroscience are proposed as guidelines for using MI theory to enhance instruction and inspire curriculum design to account for the unique cognitive qualities of gifted and talented individuals.