Problem: At the same time, critics of multiple intelligences caution that the theory lacks empirical measurement tools and can be misapplied if teachers treat the intelligences as rigid categories rather than flexible ways of learning (Gardner, 2004). For this reason, I see the value of using the framework as a lens for inclusive teaching, not as a diagnostic label. Thought Question: What are some practical ways educators can design lessons that affirm multiple intelligences without falling into the trap of labeling or stereotyping students? Part 2 combine both parts and reply with a complementary and concise post reply with intext citations. Need Assignment Help?