Use in education  

Gardner defines an intelligence as "bio-psychological potential to process
information that can be activated in a cultural setting to solve problems or
create products that are of value in a culture".  [54]  According to Gardner,
there are more ways to do this than just through logical and linguistic
intelligence. Gardner believes that the purpose of schooling "should be to
develop intelligences and to help people reach vocational and avocational
goals that are appropriate to their particular spectrum of intelligences.
People who are helped to do so, [he] believe[s], feel more engaged and
competent and therefore more inclined to serve society in a constructive way."
[a]

Gardner contends that IQ tests focus mostly on logical and linguistic
intelligence. Upon doing well on these tests, the chances of attending a
prestigious college or university increase, which in turn creates contributing
members of society.  [55]  While many students function well in this
environment, there are those who do not. Gardner's theory argues that students
will be better served by a broader vision of education, wherein teachers use
different methodologies, exercises and activities to reach all students, not
just those who excel at linguistic and logical intelligence. It challenges
educators to find "ways that will work for this student learning this topic".
[56]

 James Traub  's article in _The New
Republic_ notes that Gardner's system has not been accepted by most academics
in intelligence or teaching.  [57]  Gardner states that "while Multiple
Intelligences theory is consistent with much empirical evidence, it has not
been subjected to strong experimental tests ... Within the area of education,
the applications of the theory are currently being examined in many projects.
Our hunches will have to be revised many times in light of actual classroom
experience."  [58]

 Jerome Bruner  agreed with Gardner
that the intelligences were "useful fictions", and went on to state that "his
approach is so far beyond the data-crunching of mental testers that it
deserves to be cheered."  [59]

 George Miller  , a
prominent cognitive psychologist, wrote in _The New York Times Book Review_
that Gardner's argument consisted of "hunch and opinion" and Charles Murray
and Richard J. Herrnstein in _ The Bell Curve  _ (1994) called Gardner's theory "uniquely devoid of psychometric
or other quantitative evidence".  [60]

In spite of its lack of general acceptance in the psychological community,
Gardner's theory has been adopted by many schools, where it is often conflated
with  learning styles  ,  [61]  and
hundreds of books have been written about its applications in education.  [62]
Some of the applications of Gardner's theory have been described as
"simplistic" and Gardner himself has said he is "uneasy" with the way his
theory has been used in schools.  [63]  Gardner has denied that multiple
intelligences are learning styles and agrees that the idea of learning styles
is incoherent and lacking in empirical evidence.  [64]  Gardner summarizes his
approach with three recommendations for educators: individualize the teaching
style (to suit the most effective method for each student), pluralize the
teaching (teach important materials in multiple ways), and avoid the term
"styles" as being confusing.  [64]