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Theory of Multiple Intelligences: Is It a Scientific Theory?


by Jie-Qi Chen — 2004

This essay discusses the status of multiple intelligences (MI) theory as a scientific theory by addressing three issues: the empirical evidence Gardner used to establish MI theory, the methodology he employed to validate MI theory, and the purpose or function of MI theory.


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Cite This Article as: Teachers College Record Volume 106 Number 1, 2004, p. 17-23
http://www.tcrecord.org ID Number: 11505, Date Accessed: 9/26/2017 3:58:07 PM

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About the Author
  • Jie-Qi Chen
    Erikson Institute
    E-mail Author
    JIE-QI CHEN is Associate Professor of Child Development and Early Education at Erikson institute in Chicago. Her research interests involve the development of diverse cognitive abilities in young children, linking assessment to curriculum and instruction, and the use of computer technology in early childhood classroom. She currently holds a position of Fulbright senior specialist and is coauthor of Building on Children’s Strengths (Teachers College Press) and Effective Partnering for School Change: Improving Early Childhood Education in Urban Classrooms (Teachers College Press), editor of Early Learning Activities(Teachers College Press), and contributor to the Multiple Intelligences entry for The Encyclopedia of Education (2nd ed, McMillan Reference).
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