Tamisemi – Standard Two | Terminal Exams 2026 | Download All Subjects | Solved Exams – (English and Swahili Medium)
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Gardner’s ideas about Multiple Intelligences seem to be akin to Karmiloff-Smith’s view that development is probably domain-specific with a general element and that it involves a dynamic process of interaction between genetic predispositions and experience. Gardner (1993) argues that the development of the different modules of, e.g., linguistic, logico-mathematical, spatial, kinaesthetic and ‘personal’ (feelings/relationships) intelligences is genetically pre-programmed. However, he regards it as open to “developmental plasticity”, and thus to educational assistance.
He spells out educational implications, arguing that children’s distinctive “profiles of intelligences” on entering school indicate need to provide school experiences which develop most effectively their genetically pre-programmed capacities. Serious consideration of Gardner’s argument by the education system would raise many questions about the nature of the most desirable curriculum and the need for differentiation and specialisation
