Multiple intelligences: neuromyth or breakthrough?

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Many people talk about multiple intelligences, especially at school. For many years, this theory has influenced the way we think about children's learning and success. It is based on a simple and appealing idea: there is no single form of intelligence, but several, and each child possesses a unique combination of these talents.
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But this vision has also been sharply criticized. Some researchers see it as a neuromyth, a false belief that is seductive but not scientifically validated. So should we abandon this approach? Not necessarily.
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For beyond the debates, multiple intelligences have led to changes in teaching practices. They have opened the way to a more individualized education, more respectful of the diversity of learner profiles.
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Let's explore this theory, its limits and its contributions. Let's discover how certain pedagogies, such as Montessori, match this approach in practice, by adapting to the needs of each child.
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The theory of multiple intelligences: what are we talking about?

The theory of multiple intelligences was formulated in 1983 by Howard Gardner, developmental psychologist and professor at Harvard University. In his book Frames of Mind, The Theory of Multiple Intelligences, he challenges the reductionist view of intelligence, based solely on IQ (intelligence quotient) or logical-mathematical and linguistic performance.
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For Howard Gardner, there is not one intelligence, but many, independent of each other. They reflect different ways of understanding, feeling and acting in the world.
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The eight intelligences identified by Gardner

In his initial model, Gardner distinguished seven intelligences, to which he added an eighth in 1995:
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• Linguistic intelligence: fluency with words, writing, language (e.g., telling a story, writing, arguing).
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• Logical-mathematical intelligence: ability to reason, calculate, solve problems, manipulate abstract concepts.
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• Visual-spatial intelligence: the ability to find one's bearings in space, draw, imagine shapes, mentally visualize objects.
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• Bodily-kinesthetic intelligence: intelligence of the body, movement, coordination, often present in dancers, athletes, handymen.
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• Musical intelligence: sense of rhythm, melody, recognition and reproduction of sounds and musical patterns.
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• Interpersonal intelligence: the ability to understand others, feel others' emotions, cooperate, interact socially.
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• Intrapersonal intelligence: the ability to know yourself, understand your emotions and motivations.
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• Naturalistic intelligence (added in 1995): sensitivity to nature, ability to recognize, classify, differentiate living things and marvel at the natural world (plants, animals, natural phenomena).
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What's next? Towards other forms of intelligence

Gardner also mentioned a possible ninth intelligence, which he did not officially add to his model for lack of sufficient evidence:
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• Existential intelligence: the ability to ask deep questions about the meaning of life, death, the universe.
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Subsequently, other researchers or practitioners have proposed complementary forms:
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• Daniel Goleman, in 1995, theorized emotional intelligence, popularizing the idea that understanding and regulating one's emotions is essential to success and well-being.
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• In the fields of relational education or non-violent communication, we also speak ofrelational intelligence: the ability to create harmonious relationships, to cooperate, to listen actively, to resolve conflicts constructively.
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These extensions testify to a broader movement: one that aims to recognize the diversity of children's talents, sensibilities and forms of learning.
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The theory of multiple intelligences has had a profound impact on the world of education, broadening the definition of what it means to be intelligent. It has also encouraged many more differentiated teaching practices. But it has not escaped criticism...

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An attractive theory... but controversial

Since its publication, the theory of multiple intelligences has enjoyed dazzling success in the world of education. Numerous teachers, educationalists and trainers have seized upon it to adapt their teaching methods to the varied profiles of their pupils. And with good reason: this approach values the diversity of talents and moves away from the logic of the single "good student".
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Why is education such a hot topic?

The theory appeals because it restores confidence in all children. A pupil who struggles in math can excel in music, sport or social relations. This change in outlook enables teachers toadjust their approaches, enrich teaching aids and encourage greater participation from all pupils.
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It also resonates with active pedagogies such as Maria Montessori's. These pedagogies recognize the child as a global and unique being, capable of learning through the body, the senses, emotions or cooperation, at his or her own pace.
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But what do the researchers say?

From a scientific point of view, Gardner's theory raises many reservations. Several researchers point to the lack of solid empirical evidence to validate the existence of these eight (or nine) intelligences as distinct cognitive systems.
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It is also criticized for confusing learning styles with forms of intelligence. Just because a child likes to learn by manipulating, that doesn't mean there's such a thing as "kinaesthetic intelligence" in the neurological sense. In other words, the model appeals, but it's not based on recognized scientific foundations.

Watch out for abuses

Finally, some specialists warn against the risk of " pigeonholing " children too quickly: one might be "musical", another "logical", a third "intrapersonal"... Yet a child is constantly evolving. Freezing them in one type of intelligence can limit their explorations, instead of encouraging them.
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Despite these criticisms, the theory of multiple intelligences has profoundly influenced the way we think about education. It invites us to move away from a single model, to value other skills, and to question what it means to be "intelligent".
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Ideas that have changed pedagogy despite everything

Although the theory of multiple intelligences remains scientifically controversial, it has marked a turning point in the world of education. By inviting us to look at students differently from their grades or IQ, it has fueled a rich and fertile educational debate.

Taking greater account of diversity

Every child learns in his or her own way. By highlighting different forms of intelligence, Gardner's theory has encouraged teachers to recognize the diversity of profiles in a classroom. Some students understand best by manipulating, others by talking, still others by connecting with nature or emotions.
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Even without validating all the intelligences identified, this approach has led to differentiated practices. The child is no longer reduced to a "school box", but considered as a whole.
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More varied teaching methods

This awareness has led to the diversification of learning methods and materials: mind maps, role-playing, artistic activities, hands-on experiments, group work, creative projects... all ways of mobilizing different skills in students.

Rather than transmitting in a one-size-fits-all way, we try to use several channels, so that everyone can learn in their own way.

A step forward for inclusion and motivation

By valuing long-ignored forms of intelligence (musical, bodily, interpersonal...), this theory has also helped boost the self-esteem of many children.
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It has enabled some people to finally feel recognized, capable and useful. This changes everything in terms of motivation, commitment and perseverance. And it paves the way for a more inclusive school, more respectful of everyone's rhythms and strengths.
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Even if multiple intelligences are not a validated scientific model, they have inspired a more humane, flexible and creative way of teaching.

Montessori and multiple intelligences: how do they converge?

Although Maria Montessori never formulated a theory of multiple intelligences, her pedagogy resonates with many of her principles. In particular, she offers a framework that favors the development of different forms of intelligence, well beyond conventional academic skills.

Individualized learning paths

In a Montessori classroom, each child progresses at his or her own pace. Activities are not imposed on everyone at the same time, but chosen according to each child's needs, interests and level of development. This individualization ties in with the idea that each child has a dominant intelligence, or at least a particular way of entering into learning.
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Children are observed, guided and supported on their own learning path. They are never compared to others, but encouraged to explore their own resources.

The importance of the body, the concrete and the sensory

Montessori pedagogy is based on the manipulation of concrete, sensory materials. Children learn by touching, moving and experimenting. Bodily-kinesthetic, spatial, naturalistic and musical intelligence are often mobilized in these activities.

This approach ties in with Gardner's vision: the body, the senses and the environment play a central role in the construction of thought. We learn not just by listening or reading, but also by living and doing.
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An environment that respects rhythms and emotions

At Montessori, the environment is carefully prepared to encourage thechild's autonomy, concentration andenthusiasm, the gift that André Stern believes must be preserved. Children can choose their activity, settle down where they feel comfortable, and repeat as much as they like. This helps to respect emotional rhythms and needs, while avoiding pressure or comparison.
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What's more, multi-age classes foster interpersonal intelligence: children cooperate, observe and help each other. They learn from each other, without competition, in a caring atmosphere.
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In short, without using the vocabulary of multiple intelligences, Montessori pedagogy comes close to them in practice: it enables each child to mobilize his or her strengths, to get to know him or herself, to blossom... by learning differently.

How can we help children realize their full potential?

Whether or not you subscribe to the theory of multiple intelligences, one thing is certain: every child is unique. It's not a matter of putting a label on them, but of observing them carefully, in all their dimensions.

Observe without labeling

It's tempting to want to "classify" children according to their type of intelligence. But this would run counter to the very message of the theory. Intelligences are multiple, but they are also evolving, contextual and complementary. The child is neither reduced to one form of intelligence, nor to one learning style. He is a potential in motion.
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The challenge is to look at the child without judgment, with curiosity, to better understand what drives him and what holds him back.

Offer a variety of experiences

To enable each child to reveal his or her strengths, we need to diversify our offerings: art activities, science projects, role-playing, gardening workshops, musical experiments...

It's only by exploring different areas that children can truly discover where they feel competent, motivated and alive. This is where the deep desire to learn is born.

Creating a climate of trust

More than methods, it's the emotional atmosphere that allows intelligence to express itself. A caring education that fosters encouragement, self-esteem and the right to make mistakes is essential. A child who feels recognized for his or her efforts will dare to go further, take risks, open up to new learning.
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Beyond myth, towards a pedagogy of respect

The theory of multiple intelligences may not be an absolute scientific truth. But it has had the merit of overturning a reductive vision of intelligence. It has opened the way to an education that is more respectful of the diversity of children's profiles.

Montessori pedagogy, and more broadly active pedagogies, offer an ideal framework for this dynamic: freedom of choice, close observation of each pupil, a wealth of activities, emphasis on the senses, on movement, on relationships with others... everything is designed to ensure that every intelligence has its place. And this is what we strive to offer children at Esclaibes International Schools, from our bilingual Montessori kindergartens to our bilingual elementary classes and innovative middle school section.
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In Paris ^15e and Paris ^16e, Clichy, Marseille, the teaching teams do everything they can to ensure that every child is happily engaged in learning.
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Rather than trying to measure intelligence, let's bet on making it grow, in all its forms. After all, what really counts is not whether a child is "logical" or "musical", but whether he or she is happy to learn, self-confident and curious about the world.