FACTORES QUE DETERMINAN LA TRANSICIÓN DEL TRANSPORTE TRADICIONAL A TRANSPORTE VERDE – FASE ANTEPROYECTO [ 决定从传统交通向绿色交通转型的因素 - 初步设计阶段 ]

This article aims to explore Howard Gardner's Theory of Multiple Intelligences (MI) and the concept of the Five Minds for the Future from a reflective perspective, analyzing their contemporary relevance and implications for human development and teaching practice.Based on the concepts addressed in the class on the "Five Minds for the Future," held at the web s part of the PEsF , we seek to contextualize these reflections in the current scenario of a globally connected world.Gardner (2007), in highlighting that current education tends to prepare students more to respond to the demands of the past than to act in the possible worlds of the future, addresses and develops the concept of the Five Minds for the Future, connecting it in some way with his Theory of Multiple Intelligences from the 1980s.As with the introduction of Multiple Intelligences, the notion of the five minds reaffirms the need to recognize different forms of cognitive functioning and human dispositions, not only to understand how subjects learn, but also to guide what types of abilities should be intentionally cultivated by an education committed to building more just, ethical, and sustainable societies (Gardner, 2007).How can understanding diverse intelligences foster more adaptable, creative, and effective individuals in a constantly changing world?The perspectives brought by the Five Minds for the Future reinforce this understanding by providing implications to be considered for educational, organizational, and self-knowledge contexts.This article reflects on the articulation of MI theory and the concept of the "Five Minds for the Future" as fundamental to this discussion.Finally, the article reaffirms that the theory of Multiple Intelligences and the Five Minds for the Future bring contributions that can bring about changes in the global educational landscape, contributing to a deeper understanding of more student-centered learning concepts, arguing that Gardner's thinking strengthens teaching practice by offering theoretical foundations that support conscious and contextualized pedagogical decisions, thus improving classroom practices.