Multiple Intelligences in conventional and student-centered school

Abstract

Howard Gardner's theory of multiple intelligences seems to have changed not only the manner in which people think about intelligence/intelligences, but also the way these are used in teaching. Student-centred school systems, such as Waldorf and Montessori have anticipated the multiple intelligences theory, developing all these different abilities in a child's learning. On the contrary, conventional schools seem to remain constrained into the old-fashioned and restrictive theories that focus mainly on logical-mathematical thinking and linguistic abilities. The aim of this study is to compare the views of teachers from Waldorf, Montessori, and regular schools concerning the topic of multiple intelligences, in relation to their way of teaching and learning. The findings of the research will tell us if, according to teachers' perception, Howard Gardner's theory of multiple intelligences is applied in classroom teaching, if there are differences among these types of schools and whether the situation can be improved.