The search for knowledge must become a daily practice that provides the student with resources to face the challenges of life. In schools, it is important to give students the opportunity to develop their expression skills, to be aware of caring for the body, to enable their motor skills, and to train them in their dealings with others. At present we speak of the integral development of the child, that is, that it includes all aspects of development (physical, sexual, cognitive, social, moral, language, emotional, etc.), on these the theory of Development of Multiple intelligences.

Introducing the ideas and practice of Multiple Intelligences implies defining intelligence in order to start from a common understanding. From the Theory of Multiple Intelligences, intelligence is defined as a biopsychological potential to process information, which can be activated in a cultural framework to solve problems or create products that have value for culture. Gardner (1983) recognized eight bits of intelligence until 2001. This intelligence is:

  • Linguistic Intelligence: Special sensitivity towards an oral and written language.
  • logic mathematical Source Intelligence: Ability to analyze problems logically, carry out mathematical operations, and scientific research.
  • Musical Intelligence: Ability to interpret, compose and appreciate musical patterns.
  • Kinesthetic-Corporal Intelligence: Ability to use some part of the body as a whole to solve problems or create products.
  • Spatial Intelligence: Ability to recognize and manipulate patterns in spaces of different sizes.
  • Interpersonal Intelligence: Ability to understand the intentions, motivations, desires of others and to work effectively with other people.
  • Intrapersonal Intelligence: Ability to understand oneself, to have a useful and effective model of oneself, and to use this information effectively in regulating one’s own life.
  • Naturalistic Intelligence: Ability to recognize naturalistic patterns and affinity for the world of living beings.

The self-concept of students and education professionals, the individual objectives set in each actor, and the actions that promote performance in this area depend on the way of understanding intelligence.

In the school environment, the teacher assumes that this is the way to show equality by providing the same information, at the same pace and evaluating in a similar way, thus guaranteeing that all his students finish the subject in similar circumstances, without taking into account that the students they learn in different ways. Students and teachers, according to EssayMap (2005), do not have a pluralistic vision of intelligence based on this different approach to the mind. This absence is reflected in teaching practice and school performance, which to a large extent do not provide minimal opportunities to enhance the diverse intellectual potentials of students. They still do not perceive that the school environment plays a determining role in the degree that the intellectual profile of schoolchildren reaches.

The education system should not give priority only to the acquisition of knowledge or to certain forms of learning. Education must encompass all human development without neglecting the development of intellectual potential. The student must face a set of processes in the same experience. If during the learning process any of the intelligence is not sufficiently developed, the event weakens preventing obtaining the desired success.

The goal is to change teaching practice instead of involving students in the factory model of education and adopt an educational model focused on learning, which should be privileged focusing activities towards the identification of efforts to achieve the acquisition of knowledge, skills, and competencies. The key to changing what exists for what can exist is the creative thinking of the teacher. Multiple intelligences allow teachers to recognize students as a whole. In the educational field, knowing and accepting a theory, such as that of Multiple Intelligences, implies looking for methods and strategies to organize, teach or learn in a congruent way, incorporating the ideas to the intellectual baggage of each one. It is important, too, to make adjustments to academic work.