The concept of intelligence, alongside with its nature and functions, has been a long debated subject among philosophers, and later among psychologists and educators. A continuous issue of disagreement resides in the conceptualization of intelligence as being a general mental ability, often referred to as common factor g, or a set of mental abilities. There is empiric evidence collected that supports both approaches; however the traditional psychometric perspective on intelligence seems to lose its grounds as research within new sciences, such as neurosciences and cognitive psychology reveals new facts. American psychologist Howard Gardner, relying heavily on data collected from a number of sciences, such as psychology, neurology, biology, sociology, anthropology, as well as arts and humanities, put forward an alternative view on intelligence. In 1983, in his book Frames of Mind, Dr. Gardner postulated his multiple intelligence theory, a new framework which describes human intellectual capacities as seven independent intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal. The theory of multiple intelligences has become rather influential among educators due to the two scientific claims, enunciated by Gardner in 1997. The theory is defined by the author as “an account of human cognition in its fullness” and the first important claim is that each of us is equipped with these intelligences which we can mobilize and connect according to our own inclinations and our culture’s preferences. The second claim emphasizes that there are no two people who have exactly the same intelligences in the same combinations. Hence the two principles that the theory translates into pedagogy: individuation and pluralization. The article discusses the positive effects of the application of Gardner’s theory in education by providing several examples of how it works in schools.