Unlike traditional definitions his approach is much broader. He defines intelligence as "the ability to solve problems, or to create products, that are valued within one or more cultural settings" (Gardner, 1983/2003, p. x). Intelligence doesn't just hinge on someone's linguistic and mathematical skills, one can also be socially (often referred to as soft skills) or musically intelligent. This article gives a brief insight into Gardner's concept and its logic. Further it summarizes the main critique of the theory and elaborates on its implications for teaching.