International Journal of Business and Social Science Vol. 2 No. 16; September 2011 205 Philosophical Approach in Applying Multiple Intelligence in Teaching and Learning as viewed by Malaysian School Teachers Aminuddin Hassan (Corresponding author) Senior Lecturer Universiti Putra Malaysia Malaysia E-mail: aminuddin@putra.upm.edu.my Tajularipin Sulaiman Roselan Baki Faculty of Educational Studies Universiti Putra Malaysia Malaysia Abstract The multiple intelligence theory had been widely adapted in all areas of education such as in the area of instructional design, construction of learning models and assessments as the philosophy and basis of the multiple intelligence concepts. It allows educators to plan educational programs that will help students to develop based on their innate potentials and to achieve their desired end states in which it helps students in realizing their dreams. Teachers will be able to present the materials of the subject matter in a flexible manner and providing opportunities for students in the classroom to use their dominant strengths and intelligences at the same time. In addition, multiple intelligence approach in education ensures that students learn and retain information of the subject matter longer than other available teaching approaches (Rettig, 2005). In doing so, teachers could gain by expanding their repertoire of teaching approaches and innovative. Keywords: Multiple Intelligence, Instruction, Profile, Teaching. The Philosophy of the Usage of Multiple Intelligences The multiple intelligence theory was originally not developed specifically for the field of education. However, the theory had been widely adapted in all areas of education such as in the area of instructional design, construction of learning models and assessments as the philosophy and basis of the MI theory is a much needed element in overcoming the challenges of educators to meet the needs of students that are ‘gifted’ in all disciplines. With the constant on-going progress in research, the elements of MI theory had gradually been incorporated by teachers and practitioners of all education levels in their everyday activities in the classroom. MI has since being regarded as a powerful tool that helps in achieving educational goals more effectively (Hopper & Hurry, 2000). According to Gardner, the MI theory is meant for two educational ends, (1) MI allows educators to plan educational programs that will help students to develop based on their innate potentials and to achieve their desired end states in which it helps students in realizing their dreams and (2) MI helps educators to reach out to more students who are trying to learn, cope and understand important concepts and theories in their selected fields. The use of the multiple intelligences in instructional activities and designs offer students natural and alternative ways of learning and getting students to participant in the classroom community so as to train students to be autonomous learners and be responsible towards their own learning. (Gibson & Govendo, 1999). Educators of all disciplines had widely accepted the MI theory in their instructional design and curriculum and had acknowledged the positive implications that MI bring to the effectiveness of their instructional strategies and designs. The MI theory not only functions as a solution to the passiveness of the teaching process, but also serves as an organizational tool that facilitates present educational pedagogy (Stanford, 2003). According to Krechevsky & Seidel (1998) in the article by Fasco (2001), MI theory could help educators to be more detailed and specific in their instructional design where teachers could work with the abilities of their students and be flexible in designing their instructional plans to suit the needs of individual students. Krechevsky & Seidel also proposed four implications in teaching using the MI approach: individualizing students’ learning, alternative methods in delivering subject matters, project-based or performance-based learning and assessment and art-infused curriculum to generate creativity and problem-solving skills among students.