Thus, if there is a need to limit the emphasis and variety of content, let that limitation be each person's choice, favoring the individual intellectual profile.
Regarding the educational environment, Gardner draws attention to the fact that, although schools declare that they prepare their students for life, life is certainly not limited only to verbal and logical reasoning. He proposes that schools favor knowledge of diverse basic disciplines; that they encourage their students to use this knowledge to solve problems and perform tasks that are related to life in the community to which they belong; and that they favor the development of individual intellectual combinations, based on the regular assessment of each person's potential.
Bibliographic References
1. Blythe, T.; Gardner, H. A school for all intelligences. Educational Leadership, v.47, n.7, p.33-7, 1990.
2. Gardner, H.; Giftedness: speculation from a biological perspective. In: Feldman, D.H. Developmental approaches to giftedness and creativity. San Francisco, 1982. p.47-60.
3. Gardner, H. Frames of mind. New York, Basic Books Inc., 1985.
4. Gardner, H. The mind's new science. New York, Basic Books Inc., 1987.
5. Gardner, H.; Hatch, T. Multiple intelligences go to school: educational implications of the theory of Multiple Intelligences. Educational Researcher, v.18, n.8, p.4-10, 1989.
6. Kornhaber, M.L.; Gardner, H. Critical thinking across multiple intelligences. Paper presented during the Conference "The Curriculum Redefined". Paris, 1989.
7. Malkus, U.C.; Feldman, D.H.; Gardner, H. Dimensions of mind in early childhood. In: Pellegrini, A. (ed.) The psychological bases for early education. Chichester, Wiley, 1988, p.25-38.
8. Walters, J.M.; Gardner, H. The theory of multiple intelligences: some issues and answers. In: Sternberg, R.J.; Wagner, R.K. (ed.) Practical intelligence: nature and origins of competence in the everyday world. Cambridge, Cambridge University Press, p.163-82.
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