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The nature of human intelligence as a unitary concept has been debated for over a century. Numerous alternative, multi-intelligence theories have been offered but only the theory of multiple intelligences has had sustained interest by educators around the world despite criticism from psychologists who question its empirical basis. This investigation reviews four lines of research testing MI theorys essential validity. Extensive evidence supports that multiple intelligences theory has evolved from a mere inspirational framework to a paradigm changing scientific theory work-in-progress that bridges between general intelligence and non-academic abilities. Implications for theoretical development and educational reform are discussed
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