EPISTEMOLOGY OF MULTIPLE INTELLIGENCE IN LEARNING CONTEMPORARY EDUCATION

Abstract

The theory of multiple intelligences was proposed by Howard Garner in 1983, which revolutionized the idea that intelligence was unique, demonstrating that beings are diverse in field of knowledge, defining intelligence as a capacity and not as something fixed and innate. In This sense, it is considered that to the extent that education evolves, researches and becomes more technical, society in the same order is transformed and therefore contributes to the development of humanity. That ism the of innovation in pedagogical practice limits the development of student' abilities, capacities and skills, unfavorably affecting.
The purpose of this scientific essay is to deconstruct the epistemology of multiple intelligences in contemporary education learning, highlighting the diversity of approaches that have recently emerged in this field and how these paradigms affect our perceptions about the acquisition of knowledge and skills. Within this context, the way in which theories impact pedagogical methods and curriculum design is highlighted, and the different approaches that provide a more inclusive and personalized framework for learning are explored, taking into account the diversity of cognitive abilities of students. students.