| Summary: | Gardner (1983) argues that there is a set of relatively autonomous human skills is called human intelligence. These intelligences can be modeled and combined in multiple ways. He does not deny the genetic component, but argues that such potential will be developed in one way or another depending on the environment, life experiences, education received, among others, for that reason, all human beings are capable of the extensive development of his intelligence, supported in their abilities and motivation. All intelligences are equally important and, accordingly, the problem is that the current school system does not treat them equally, and a significant portion of students do not achieve significant learning. The work consisted of applying a standardized test that measures the most prevalent types of intelligence in students of the College of Public Administration (ESAP) for, based on the results to determine the education and teaching strategies that best adjusted for these students achieve significant learning and therefore academic success. Clearly, knowing what we know about learning styles, types of intelligence and learning styles, it was absurd to continue to insist that students learn in the same way. The same subject could be presented in many different ways that allow the student to assimilate based on their skills and building on their strengths. It would have to consider whether an education focused on only two types of intelligence is best suited to prepare students to live in a world increasingly complex and technological advances flowing at an incredible speed.
|
|---|
