因此，如果需要限制内容的重点和范围，那么这种限制应该由每个人自己选择，以有利于个体的智力特征。
关于教育环境，Gardner 提请注意，尽管学校声称自己为学生的生活做准备，但生活肯定不仅仅限于语言和逻辑推理。他建议学校应促进对各种基础学科的了解；鼓励学生利用这些知识来解决与他们所属社区生活相关的问题和任务；并促进个体智力组合的发展，其基础是定期评估每个人的潜力。
参考文献
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. São 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.;Hatcb, 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. Trabalho apresentado durante a Conferência "The Curriculum Redefined. Paris, 1989.
7. Malkus, U.C.; Feldman, D.H.; Gardner, H. Dimensions of mind in early childhood. In: Pelegrini, A. (ed.)The psychological bases for early education Chichester, Wilev. 1988, p.25-38.
8. Walter,J.M.; Gardner, H. The theory of multiple intelligences: some issues and answers. In: Stemberg, RJ.; Wagner, R.K. (ed.) Pratical intelligence: nature and origins of competence in the every world.. Cambridge. Cambridge University Press, p.163-82
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