Multiple Intelligence Theory

**sadeem** · 04-11-2010, 03:37 AM

Theory of multiple intelligences

The theory of multiple intelligences was proposed by Howard Gardner in 1983 to analyze and better describe the concept of intelligence.

Gardner argues that the concept of intelligence as traditionally defined in psychometrics (IQ tests) does not sufficiently describe the wide variety of cognitive abilities humans display. For example, the theory states that a child who learns to multiply easily is not necessarily more intelligent than a child who has stronger skills in another kind of intelligence. The child who takes more time to master simple multiplication
1) may best learn to multiply through a different approach,
2) may excel in a field outside of mathematics, or
3) may even be looking at and understand the multiplication process at a fundamentally deeper level. Such a fundamentally deeper understanding can result in what looks like slowness and can hide a mathematical intelligence potentially higher than that of a child who quickly memorizes the multiplication table despite a less detailed understanding of the process of multiplication.

The theory has been met with mixed responses. Many psychologists feel that a differentiation of the concept of intelligence is not supported by empirical evidence, but many educationalists support the practical value of the approaches suggested by the theory.

Gardner has articulated eight basic types of intelligence to date, without claiming that this is a complete list.[1] Gardner's original list included seven of these; in 1999 he added a naturalist intelligence. He has also considered existential intelligence and moral intelligence, but does not find sufficient evidence for these based upon his articulated criteria,[2] which include:[3]

the potential for brain isolation by brain damage,
its place in evolutionary history,
the presence of core operations,
susceptibility to encoding (symbolic expression),
a distinct developmental progression,
the existence of idiot-savants, prodigies and other exceptional people,
support from experimental psychology and psychometric findings.
The theory's nine currently accepted intelligences are: (Ref: Educational Psychology, Robert Slavin. 2009, 117)

Spatial
Linguistic
Logical-mathematical
Bodily-kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalistic
Existential
[edit] Spatial
This area deals with spatial judgment and the ability to visualize with the mind's eye. Careers which suit those with this type of intelligence include artists, designers and architects. A spatial person is also good with puzzles.

[edit] Linguistic
This area has to do with words, spoken or written. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and discussion and debate. Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure.

Careers that suit those with this intelligence include writers, lawyers, policemen, philosophers, journalists, politicians, poets, and teachers.[citation needed]

Logical-mathematicalThis area has to do with logic, abstractions, reasoning, and numbers. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places less emphasis on traditional mathematical ability and more on reasoning capabilities, abstract patterns of recognition, scientific thinking and investigation, and the ability to perform complex calculations. It correlates strongly with traditional concepts of "intelligence" or IQ.

Careers which suit those with this intelligence include scientists, physicists, mathematicians, logicians, engineers, doctors, economists and philosophers.[citation needed]

Bodily-kinestheticThe core elements of the bodily-kinesthetic intelligence are control of one's bodily motions and the capacity to handle objects skillfully (206). Gardner elaborates to say that this intelligence also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses so they become like reflexes.

In theory, people who have bodily-kinesthetic intelligence should learn better by involving muscular movement (e.g. getting up and moving around into the learning experience), and are generally good at physical activities such as sports or dance. They may enjoy acting or performing, and in general they are good at building and making things. They often learn best by doing something physically, rather than [by] reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed muscle memory - they remember things through their body such as verbal memory.

Careers that suit those with this intelligence include: athletes, dancers, musicians, actors, surgeons, doctors, builders, police officers, and soldiers. Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence.[4]

MusicalThis area has to do with sensitivity to sounds, rhythms, tones, and music. People with a high musical intelligence normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. Language skills are typically highly developed in those whose base intelligence is musical. In addition, they will sometimes use songs or rhythms to learn. They have sensitivity to rhythm, pitch, meter, tone, melody or timbre.

Careers that suit those with this intelligence include instrumentalists, singers, conductors, disc-jockeys, orators, writers and composers.

InterpersonalThis area has to do with interaction with others. In theory, people who have a high interpersonal intelligence tend to be extroverts, characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. They communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate.

Careers that suit those with this intelligence include sales, politicians, managers, teachers, and social workers.[5]

IntrapersonalThis area has to do with introspective and self-reflective capacities. People with intrapersonal intelligence are intuitive and typically introverted. They are skillful at deciphering their own feelings and motivations. This refers to having a deep understanding of the self; what are your strengths/ weaknesses, what makes you unique, you can predict your own reactions/ emotions.

Careers which suit those with this intelligence include philosophers, psychologists, theologians, lawyers, and writers. People with intrapersonal intelligence also prefer to work alone.

NaturalisticThis area has to do with nature, nurturing and relating information to one’s natural surroundings. Careers which suit those with this intelligence include naturalists, farmers and gardeners.

ExistentialAbility to contemplate phenomena or questions beyond sensory data, such as the infinite and infinitesimal. Ideal career: cosmologist, philosopher.

Use in educationTraditionally, schools have emphasized the development of logical intelligence and linguistic intelligence (mainly reading and writing). IQ tests (given to about 1,000,000 students each year) focus mostly on logical and linguistic intelligence as well. While many students function well in this environment, there are those who do not. Gardner's theory argues that students will be better served by a broader vision of education, wherein teachers use different methodologies, exercises and activities to reach all students, not just those who excel at linguistic and logical intelligence.

Many teachers see the theory as simple common sense. Some say that it validates what they already know: that students learn in different ways. On the other hand, James Traub's article in The New Republic notes that Gardner's system has not been accepted by most academics in intelligence or teaching.

George Miller, the esteemed psychologist credited with discovering the mechanisms by which short term memory operates, wrote in The New York Times Book Review that Gardner's argument boiled down to "hunch and opinion" (p. 20). Gardner's subsequent work has done very little to shift the balance of opinion. A recent issue of Psychology, Public Policy, and Law devoted to the study of intelligence contained virtually no reference to Gardner's work. Most people who study intelligence view M.I. theory as rhetoric rather than science, and they're divided on the virtues of the rhetoric.

The application of the theory of multiple intelligences varies widely. It runs the gamut from a teacher who, when confronted with a student having difficulties, uses a different approach to teach the material, to an entire school using MI as a framework. In general, those who subscribe to the theory strive to provide opportunities for their students to use and develop all the different intelligences, not just the few at which they naturally excel.

A Harvard-led study of 41 schools using the theory came to the conclusion that in these schools there was "a culture of hard work, respect, and caring; a faculty that collaborated and learned from each other; classrooms that engaged students through constrained but meaningful choices, and a sharp focus on enabling students to produce high-quality work."[6]

Of the schools implementing Gardner's theory, the most well-known is New City School, in St. Louis, Missouri, which has been using the theory since 1988. The school's teachers have produced two books for teachers, Celebrating Multiple Intelligences and Succeeding With Multiple Intelligences and the principal, Thomas Hoerr, has written Becoming a Multiple Intelligences School as well as many articles on the practical applications of the theory. The school has also hosted four conferences, each attracting over 200 educators from around the world and remains a valuable resource for teachers interested in implementing the theory in their own classrooms.

Thomas Armstrong argues that Waldorf education organically engages all of Gardner's original seven intelligences

(to be continued >>>