Describe Gardner's theory of multiple intelligences and its similarity to the core knowledge perspective (discussed in Chapter 6)

What will be an ideal response?

Howard Gardner's theory of multiple intelligences defines intelligence in terms of distinct sets of processing operations that permit individuals to solve problems, create products, and discover new knowledge in a wide range of culturally valued activities. Dismissing the idea of general intelligence, Gardner proposes at least eight independent intelligences: linguistic, logico-mathematical, musical, spatial, bodily-kinesthetic, naturalist, interpersonal, and intrapersonal. Gardner believes that each intelligence has a unique biological basis, a distinct course of development, and different expert, or "end-state," performances. At the same time, he emphasizes that a lengthy process of education is required to transform any raw potential into a mature social role. Cultural values and learning opportunities affect the extent to which a child's strengths are realized and the way they are expressed. Gardner finds neurological support for the separateness of these abilities particularly compelling. The existence of people with unusual profiles of intelligence also fits with Gardner's belief in distinct abilities. Gardner's theory holds similarities to the core knowledge perspective. Indeed, he accepts the existence of innately specified, core domains of thought, present at birth or emerging early in life. Then, as children respond to the demands of their culture, they transform those intelligences to fit the activities they are called on to perform. Gardner's work has been especially helpful in efforts to understand and nurture children's special talents