The Implementation of Multiple Intelligence in (Science) Classroom: From Empirical Into Critical

Many educational researches have been done in the Multiple Intelligence (MI) perspective, both in quantitative and qualitative, and even action research. All of them offered a positive contribution to educational view. However, many researches have also found weaknesses that still need improvement both in terms of accuracy of the basic theory based on Gardner’s theory, methodologies, instruments, as well as an understanding of MI theory itself. This study is part of the literature study with resources from some relevant references, authors’ knowledge, observation results, and authors’ experiences. Therefore, this paper describes how MI theory was used in the previous study, analyzed, and even criticized, as well as the perception of the authors. In bare, this paper analyzes some empirical studies in Multiple Intelligence, the interpretive perspective, MI in critical view, and the own-personal view about MI theory. In addition, the authors depict the lesson from implementation of the theory in school (Taiwan) in terms of compliance with the criteria of intelligence. The implementation MI theory in science domain is also exemplified.