The traditional educational model only took into account skills such as logic, numbers and language, ignoring other skills that exist in people.
From today's perspective, this certainly does not seem to be the best option for our holistic development.
Knowing how our brain works, what intelligence is and how it relates to learning will help us to understand what multiple intelligences are and how to guide them in the educational and family system.
The useful exercises at the end of each chapter will help to put into practice the theory explained and to work on personal multiple intelligences, in an attempt to discover all their capabilities while respecting individuality.

One of the decisive factors in the progress of our civilisation is education. A few years ago, the model for transmitting knowledge implied the inability to develop skills other than logic and language skills. This was due to the idea that intelligence was unique: other skills were rarely appreciated, and aptitudes rather than intelligences were considered.
This paradigm did not help at all to understand people's real abilities, as the American psychologist Howard Gardner postulated in 1979.
With him, a revolutionary idea was born: the theory of multiple intelligences, which sought to transform the traditional educational paradigm and to educate by giving equal importance to the different abilities so that people could develop the other facets of their inner selves.
The profound transformations of recent years in our society, as well as a renewed analysis more in line with the new times, have changed the way of analysing the concept of intelligence.
Thanks to Howard Gardner's theory of multiple intelligences, we will be able to get closer to what it really means to be intelligent nowadays, which, on the other hand, is still the necessary tool to achieve one of our most important vital objectives: to be happy.

BORJA QUICIOS ABERGEL
BORJA QUICIOS ABERGEL (Madrid, 1983), with a degree in Psychology from the Universidad Autónoma de Madrid and a Master's degree in experiential psychomotricity, is an educational psychologist specialising in childhood and adolescence.
In the professional field, he has worked for a decade as a tutor and coordinator in a nursery school with children from 0 to 3 years old. In addition, in recent years he has been collaborating with different digital magazines focused on childhood, education and family, such as Guía infantile or Ser padres.
Currently, he advises and guides families in reference to parenting and the accompaniment, diagnosis and intervention of children in order to achieve the integral growth of the individual in the different areas of their lives: family, school and leisure.