The empowerment of multiple intelligences in the Social Sciences for a developer apprentice

La potenciación de las inteligencias múltiples en las Ciencias Sociales para un aprendizaje desarrollador

Abstract

This article examines how Gardner’s theory of multiple intelligences can enhance developmental learning in the Social Sciences by integrating cognitive, emotional, and social dimensions. It criticizes the traditional approach, centered on linguistic and logical-mathematical intelligences, for limiting opportunities for students with intellectual disabilities. It proposes innovative pedagogical strategies that activate other intelligences: interpersonal, spatial, kinesthetic, intrapersonal, and naturalistic. The objective is to establish, using a qualitative and documentary approach, pedagogical strategies that integrate multiple intelligences in the teaching of the Social Sciences, aimed at consolidating developmental learning. The general principles of grounded theory, which articulate the constant comparison method and theoretical sampling, are adopted as a methodological basis. The conclusions and results demonstrate that fostering multiple intelligences in the Social Sciences increases motivation and critical thinking, developing engaged citizens. It requires flexible curricula and trained teachers for comprehensive and inclusive learning.