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Date Submitted: 09/24/2012 04:07 PM

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Previous to Gardner's work, scientists believed that intelligence was a rigid structure in the brain which was inherited. During this time, people believed that anyone could learn anything, given that it was taught in the appropriate way. By this "blank slate" logic, someone who learns math easily in school is more intelligent than someone who struggles in the same class. Traditional beliefs of intelligence are typically associated with mathematical or logical ability, as reflected in IQ and standardized testing. Gardner's theory of multiple intelligences states that perhaps the child who struggles to learn math is not necessarily less intelligent than the student who learns math easily, they just have a different type of intelligence. For the struggling child, they may need to be taught the material in a different way, or they may be understanding the math being taught at a deeper level, resulting in a slower overall process but a much more intelligent learning process than the person who learned math easily. There is also the option that the person who struggles with a topic is exceptionally good at a different, non-math topic that the person who does well in math struggles with.Gardner believes that there are multiple intelligences, in which people may do well in one or more than one, but not so well in others. Each ability is seen as equally intelligent. The categories of intelligences that Gardner suggested are as follows. Those with strong visual-spatial ability excel at puzzles and judging spaces, such as architects or artists. Verbal-linguistic ability refers to oral or written words. Logical-mathematical ability has to do with numbers, mathematics, and abstract reasoning. Bodily-kinesthetic ability has to do with physical control of one's body. Musical-rhymic ability relates to the ability to hear and play music with great rhythm, tone, and pitch. Interpersonal ability relates to the ability to empathize and interact effectively with others. Intrapersonal...