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Theory of Multiple Intelligences: Is It a Scientific Theory? by Jie-Qi Chen - 2004This 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.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- 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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