因此，如果需要限制内容的重点和范围，那么这种限制应该是每个人的选择，有利于个人的智力特征。
关于教育环境，Gardner提醒人们注意这样一个事实：尽管学校声称培养学生面向生活，但生活当然不仅仅局限于语言和逻辑推理。他建议学校应该促进对各种基础学科的了解；鼓励学生运用这些知识来解决与他们所属社区生活相关的问题和完成任务；并促进个人智力组合的发展，这取决于对每个人潜力的定期评估。
参考文献
1. Blythe, T.; Gardner, H. A school for all intelligences. Educational Leadership, v.47, n.7, p.33-7, 1990.
2. Gardner, H.; Giftedness: speculation from a biological perspective. In: Feldman, D.H. Developmental approaches to giftedness and creativity. São Francisco, 1982. p.47-60.
3. Gardner, H.Frames of mind. New York, Basic Books Inc., 1985.
4. Gardner, H. The mind\'s new science. New York, Basic Books Inc., 1987.
5. Gardner. H.;Hatcb, T. Multiple intelligences go to school: educational implications of the theory of Multiple Intelligences. Educational Researcher, v.18, n.8. p.4-10, 1989.
6. Kornhaber, M.L.; Gardner, H. Critical thinking across multiple intelligences. Paper presented at the Conference "The Curriculum Redefined. Paris, 1989.
7. Malkus, U.C.; Feldman, D.H.; Gardner, H. Dimensions of mind in early childhood. In: Pelegrini, A. (ed.)The psychological bases for early education Chichester, Wilev. 1988, p.25-38.
8. Walter,J.M.; Gardner, H. The theory of multiple intelligences: some issues and answers. In: Stemberg, RJ.; Wagner, R.K. (ed.) Pratical intelligence: nature and origins of competence in the every world.. Cambridge. Cambridge University Press, p.163-82
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