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The debate about whether, and in what sense, there is ‘spiritual intelligence’ remains unresolved. We suggest it will be helpful to make a distinction between strong and weak versions of the claim. The strong version proposes that there is a separate and distinct spiritual intelligence that meets the criteria set out by Howard Gardner in his ‘multiple intelligences’ framework. This involves evidence from neuroscience, evolutionary psychology, cognitive psychology, developmental psychology, individual differences, experimental tasks, and psychometrics. We review the relevant evidence and conclude that there is no support for the strong proposal. The weak version of the claim assumes that the intelligence that is apparent in spiritual contexts is the same as is found elsewhere, but it is nevertheless deployed in a distinctive way. We suggest that the evidence supports the claim, and we review six key marks of spiritual intelligence: ineffability, embodiment, open-minded attention, pattern-seeking meaning-making, participation, and relationality. Our approach makes use of a cognitive architecture, Interacting Cognitive Subsystems (ICS), which has been proved useful in modelling spiritual practices. It will be helpful in the future to bring this approach into dialogue with other scientific approaches to spiritual intelligence from psychometrics and from experimental research.

Since 1983, when Howard Gardner published his theory of multiple intelligences, educators have begun to incorporate this new model into school programs. However, the idea of multimodal teaching is hardly a new concept. Many pioneers of modern education, such as: J. J. Rousseau, J.H. Pestalozzi, M. Montessory, J. Dewey, suggested educational models that oppose uniformity and predominantly verbal teaching. The aim of the research presented in this paper is to identify and compare compatible elements of educational ideas of John Dewey and Howard Gardner. The research is based on historical-comparative method and content analysis technique and is focused on exploring three key elements of intersection: curriculum, methods of teaching and learning, and teachers' role. Regarding the curriculum, both authors prefer integrated and thematic curriculum based on real-life context. They also agree on student-centred teaching where implementation of variety of active methods of learning will give opportunity to students to express their specific identity. Teacher's role in both concepts is to link students' personal experiences and characteristics to the material being studied and to the school life in general. The findings imply that educational implications of Gardner's theory can be considered as a continuation of Dewey's progressive vision of classroom teaching and school organization.

The purpose of the research work is to establish the relationship of learning based on Gardner's theory (multiple intelligences) with the results obtained in the final grades of the Introduction to Programming course. To develop the research, the CRISP-DM methodology was applied: compression of the problem, study and understanding of the data, data analysis and feature selection, modeling, evaluation and deployment. According to this, a relational analysis was preceded with respect to the final grades obtained in the subject of Introduction to programming. Keywords: Multiple intelligences; Gardner's test; analysis of data. i. Introducción El ámbito de la educación superior continúa enfrentando retos cruciales relacionados con la diversidad de estilos de aprendizaje, personalidades y ritmos de aprendizaje entre los estudiantes (Kostelnik, Soderman, & Whiren, 2015).

This article discusses some trends and concepts in developing a new generation of future Artificial General Intelligence (AGI) systems which relate to complex facets and different types of human intelligence, especially social, emotional, attentional, and ethical intelligence. We describe various aspects of multiple human intelligences and learning styles, which may affect a variety of AI problem domains. Using the concept of “multiple intelligences” rather than a single type of intelligence, we categorize and provide working definitions of various AGIs depending on their cognitive skills or capacities. Future AI systems will be able not only to communicate with human users and each other but also to efficiently exchange knowledge and wisdom with abilities of cooperation, collaboration, and even cocreating something new and valuable and have metalearning capacities. Multiagent systems such as these can be used to solve problems that would be difficult to solve by any individual intelligent agent.

In his book, Five Minds for the Future (2006), Howard Gardner offers both a constructive critique of current educational practices and an alternative vision for the future of education. Gardner, best known for his seminal work on multiple intelligences, grounds his major conclusions primarily on the results of his impressive, decade-long, and massive Good Works Project. Despite my several agreements and significant overlap with Howard Gardner, I believe that there is insufficient evidence to accept fully his policy prescriptions. Gardner's selection of the five minds of the future - the disciplined, synthesizing, creating, respectful, and ethical minds - is based on a set of limiting assumptions concerning globalization, good work, individuality, power and control, disciplines as value-free enterprises, ethics as the point of view of the universe, and the completeness of his list. This paper suggests that our conception of education might be dramatically expanded to include a more critical and distanced stance towards: globalization, the current goals of business, individualism, the traditional disciplines, and even ethics than Gardner currently imagines. Its aims can and should be broadened to include not only good work, but also love and play. Students must learn how to control their environments, but also how to appreciate and accept life's inevitable difficulties and limits. Ethics should certainly play a more central role in education as Gardner correctly emphasizes, but our understanding of ethics must include not only respect but also care; not only principles but also dialog. To accomplish all of this, however, requires us to think beyond Gardner's five minds to include additional \"mental dispositions\" like the caring, critical, intersubjective, spiritual, and joyful minds. Each of these \"minds\" is explored in this paper.

Historically, assessments of human intelligence have been virtually synonymous with practices that contributed to forms of inequality and injustice. As such, modern considerations for assessing human intelligence must focus on equity and fairness. First, we highlight the array of diversity, equity, and inclusion concerns in assessment practices and discuss strategies for addressing them. Next, we define a modern, non-g, emergent view of intelligence using the process overlap theory and argue for its use in improving equitable practices. We then review the empirical evidence, focusing on sub-measures of g to highlight the utility of non-g, emergent models in promoting equity and fairness. We conclude with suggestions for researchers and practitioners.

This research paper explores the awareness, perceptions, and beliefs of English as a Foreign Language (EFL) students at the South East European University regarding Howard Gardner's Multiple Intelligences (MI) theory. Focusing on the dynamic landscape of contemporary education, the study aims to understand the extent to which students acknowledge and identify with different intelligences and the potential implications for language learning strategies and overall educational experiences. The research employs an exploratory mixed-methods approach, including a case study design, surveys, and qualitative analysis, to gather insights from bachelor's and master's-level students. Findings indicate a moderate level of familiarity with MI theory among the participants, with significant agreement on the utility of the theory in understanding learning abilities. The study underscores the importance of recognizing linguistic intelligence and suggests implications for pedagogical practices, curriculum development, and the creation of inclusive learning environments. Recommendations include fostering collaboration among educators to share best practices and seeking institutional support for initiatives related to MI theory integration in teaching. The research contributes to the ongoing discourse on effective language education and its alignment with theories of cognitive diversity, providing actionable insights for educators and institutions.

Competitive performance ability is the on-the-spot performance of basketball players’ comprehensive use of technical and tactical, physical, and psychological abilities. Because basketball players’ competitive performance includes many evaluation contents and influencing factors, it is difficult to comprehensively and objectively use a single qualitative analysis or quantitative statistics for evaluation and measurement. Based on the analytic hierarchy process (AHP) and intelligent fuzzy comprehensive evaluation, this research establishes a hybrid model, which is applied to evaluate the performance of basketball players. Based on the actual needs, this research uses the relevant theories in the discipline of sports training, with abundant empirical data materials, combined with the specific practice of basketball players’ training and competition, starting from the concept of clear sports intelligence, to further determine the indicators of the basketball players’ sports intelligence evaluation system and weights, construct a set of evaluation system about basketball players, and use this as a standard to evaluate and judge the current situation of basketball players’ sports intelligence.

In sustainable education, it is important to analyze student diversity in order to create strategies that allow for the implementation of inclusive education based on the differences observed among students. To achieve this, a sample of 321 first-year engineering students (107 females and 214 males) at a private university in northeast Mexico was analyzed during the 2020 academic year. Students were classified according to their gender, engineering program, and the development of their multiple intelligences according to Howard Gardner theory of multiple intelligences. To verify the effect of gender and program factors on the development of multiple intelligences, Kruskal–Wallis tests were performed with α = 0.05. The analysis of the effects of gender identified significant differences in four intelligences: linguistic and interpersonal (for which the female students obtained higher mean scores) and mathematical and visual (for which the male students obtained higher mean scores). The analysis of the effects of the engineering program identified significant differences in five intelligences: mathematical, visual, and musical (for which civil engineering students obtained a higher mean score than the students in the other programs); kinesthetic (for which computer science students obtained a lower mean score than students in the other programs); and naturalistic (for which sustainability engineering students obtained a higher mean score than students in the other programs). These differences allowed us to observe the characteristics of the students and to develop more inclusive courses in order to make the teaching and learning process more optimal and sustainable.