How might Gardner’s theory intersect with or diverge from contemporary discourses on neurodiversity and inclusive education for people who have learning differences or disabilities? Does Frames of Mind anticipate these later movements in any way? How does its language differ from the language of neurodiversity, and why?

How does Gardner’s interdisciplinary approach—drawing on psychology, biology, anthropology, and the arts—shape the rhetorical and intellectual structure of Frames of Mind, and what does this suggest about the nature of intelligence itself?

In what ways does Frames of Mind function as a cultural critique of Western educational systems, and how does Gardner’s theory of multiple intelligences challenge dominant narratives about academic merit and success?