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Introduction:
Due to the diversity of Australian society, there are a range of individual strengths and
interests that shape the way people learn from a very young age. Teachers must find a way
to recognise and adapt to the various learning styles, in order to maximise engagement and
therefore learning in the classroom. American developmental psychologist Howard Gardner
suggested that “our culture had defined intelligence too narrowly” (Armstrong, 2009), and
would become an extremely influential figure in education for developing his theory of
multiple intelligences (MI). He believed that in acknowledging and catering for diversity in
intelligences, “we will have a better chance of dealing appropriately with the many problems
that we face in the world” (Gardner as cited in Armstrong, 2009), a vision that encapsulates
the two goals of the Melbourne Declaration.
Considering the intelligences from the point of view of a pre-service teacher, it can indeed
seem a little overwhelming. However, keeping in mind that Gardner wanted to “respect,
cherish and reward intelligence” (Nolen, 2005, p.16) in all its forms, it is clear that allowing
the various multiple intelligences to influence how students are taught provides scope to
engage and inspire all individuals in the classroom. As school Armstrong states, “If multiple
intelligences represents the rainbow of learning, then genius is the pot of gold at the end of
the rainbow” (Armstrong, 1998, p.ix).
REFERENCES:
Gardner, H. (2004). Frames of mind: The theory of multiple intelligences. New York:
Basic Books.
May, J. P. (2005). The Seuss, the whole Seuss and nothing but the Seuss: A visual
biography of Theodor Seuss Geisel, and: Dr. Seuss: American icon (review). The
Lion and the Unicorn, 29(1), 121-124. doi: 10.1353/uni.2005.0013