Within the sphere of complex thinking, in the audiovisual culture, we must embrace Howard Gardner’s concept of “multiple intelligences.” The traditional IQ test is no longer a valid medium of measurement of a student’s intelligence. This idea is especially paramount in an audiovisual culture whereby movies, video games, and Internet graphics transmit ideologies and paradigms to people of various backgrounds and personal histories. As Gardner astutely has theorized, there are indeed different categories of intelligence: linguistic, logical, spatial, kinesthetic, musical, interpersonal, and intrapersonal intelligences. Theoretically speaking, we are all amalgams of the mentioned categories, hence the term multiple intelligence. How does this fit into pedagogy? In this type of pedagogical paradigm each student has strengths in some areas and weaknesses in others. Consider a film studies class. For example, a student with strength in spatial intelligence and weakness in linguistic intelligence would easily understand the concept of mise-en-scene—the French term that means “placement in the scene” (a cinematic technique for placement of visual objects in a scene to create a desired meaning). On the other hand, the same student would have a hard time with understanding the latent meaning within a complex dialogue in a film.