The theory of multiple intelligences (MI) posits that human intelligence is not a single general ability but comprises various distinct modalities, such as linguistic, logical-mathematical, musical, and spatial intelligences. Introduced in Howard Gardner's book Frames of Mind: The Theory of Multiple Intelligences (1983), this framework has gained popularity among educators who accordingly develop varied teaching strategies purported to cater to different student strengths.

Despite its educational impact, MI has faced criticism from the psychological and scientific communities. A primary point of contention is Gardner's use of the term "intelligences" to describe these modalities. Critics argue that labeling these abilities as separate intelligences expands the definition of intelligence beyond its traditional scope, leading to debates over its scientific validity.

While empirical research often supports a general intelligence factor (g-factor), Gardner contends that his model offers a more nuanced understanding of human cognitive abilities. This difference in defining and interpreting "intelligence" has fueled ongoing discussions about the theory's scientific robustness.

Beginning in the late 1970s, using a pragmatic definition, Howard Gardner surveyed several disciplines and cultures around the world to determine skills and abilities essential to human development and culture building. He subjected candidate abilities to evaluation using eight criteria that must be substantively met to warrant their identification as an intelligence. Furthermore, the intelligences need to be relatively autonomous from each other, and composed of subsets of skills that are highly correlated and coherently organized.

In 1983, the field of cognitive neuroscience was embryonic but Gardner was one of the early psychological theorists to describe direct links between brain systems and intelligence. Likewise the field of educational neuroscience was yet to be conceived. Since Frames of Mind was published (1983) the terms cognitive science and cognitive neuroscience have become standard in the field with extensive libraries of scholarly and scientific papers and textbooks. Thus it is essential to examine neuroscience evidence as it pertains to MI validity.

Gardner defined intelligence as "a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture."

This definition is unique for several reasons that account for MI theory's broad appeal to educators as well as its rejection by mainstream psychologists who are rooted in the traditional conception of intelligence as an abstract, logical capacity. A fundamental element for each intelligence is a framework of clearly defined levels of skill, complexity and accomplishment. One model that fits with the MI framework is Bloom’s taxonomy where each intelligence can be delineated along different levels, ranging from basic knowledge up to their highest levels of analysis / synthesis.

MI is also unique because it gives full appreciation for the impact and interactions - via symbol systems - between the individual’s cognitions and their particular culture. As Gardner states,