This paper presents the theory of Multiple Intelligences (MI) and analyzes its potential impact on education. MI pluralizes the traditional concept of intelligence from logical and linguistic problem solving to a set of abilities, talents, or mental skills called Intelligences. An Intelligence entails the ability to solve problems or fashion products of consequence in a particular cultural setting. The seven Intelligences are illustrated by biographical sketches of persons demonstrating an unusual facility with that Intelligence: (1) musical (Yehudi Menuhin); (2) bodily-kinesthetic (Babe Ruth); (logical mathematical (Barbara McClintock); (4) linguistic (T. S. Eliot); (5) spatial (navigators); (6) interpersonal (Anne Sullivan); and (7) intrapersonal (Virginia Woolf). These Intelligences are significantly independent although most cultural roles require a combination of Intelligences. The developmental trajectory of each Intelligence begins with raw patterning ability and develops through a symbol system and notational system to expression during adulthood as vocational or avocational pursuits. Because the Intelligences are manifested in different ways at different developmental levels, both assessment and education need to be appropriate. Assessment methods must include the individual's ability to solve problems or create products using the materials of the intellectual medium. (BS)