Heterogeneity of Cognitive Profiles vs. Neuromyths: A Methodological Analysis of the Critique of Multiple Intelligences Theory.

The article presents a scientific and methodological analysis of the critical position advanced by Schmitt et al. (2023) regarding the prevalence of Howard Gardner's theory of multiple intelligences in educational settings. While fully acknowledging the validity of the neurobiological and psychometric critique of the modular architecture of the cognitive domain, the author demonstrates a methodological error on the part of the researchers, related to the reductionist transfer of neuroscientific data to the domain of actual pedagogical practice. The review argues that educators' endorsement of the multiple intelligences concept reflects their recognition of the empirically observable phenomenon of heterogeneity in students' cognitive profiles, rather than a belief in modular brain anatomy. Scientifically verified alternative constructs are proposed (the CHC model, cognitive styles, executive functions) to preserve a differentiated approach in education without recourse to neuromyths.