Howard Gardner has theorized that the mind comprises seven (or eight) intelligences. Multiple intelligence theory has inspired educational innovations across North America, but has received little critical analysis. I contend that Gardner is on the horns of a dilemma. A weak version of multiple intelligence theory would be uninteresting, whereas a strong version is not adequately supported by the evidence Gardner presents. Pedagogically, multiple intelligence theory has inspired diverse practices, including balanced programming, matching instruction to learning styles, and student specialization. However, the theory shares the limitations of general intelligence theory: it is too broad to be useful for planning curriculum, and as a theory of ability, it presents a static view of student competence. Research on the knowledge and strategies that learners use in specific activities, and on how they construct this knowledge, may prove more relevant to classroom practice.
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Perry D. Klein (1997) studied this question.