Multiple Intelligence
“ Intelligence is the ability to find and solve ones problem And create products of value in ones own culture.”
“We have this myth that the only way to learn something is to read it in a textbook or hear a lecture on it and the only way to show that we’ve understood something is to take a short-answer test or maybe occasionally with an essay question thrown in, But that’s nonsense. Everything can be taught in more than one way.” – Howard Gardner, 1997.
Dr. Howard Gardner
“Theory of Multiple Intelligence” was proposed by Prof. Howard Gardner Of
Harvard University in 1983 in his path breaking book “frames of mind” to
Redefine the concept of intelligence. This theory suggests that traditional psychometric
views of the intelligence are too limited. All the people have different kinds of
“intelligences”. Gardner proposed that there are eight intelligences and has suggested
the possible addition of a ninth known as “existentialist intelligence“
The theory of multiple intelligences posses some simple but powerful questions.
Are talented sports players, violinists and athletes “intelligent” in their
respective disciplines? Why are these and other abilities not accounted for on traditional
IQ tests? Why is the term intelligence limited to such as a narrow range of human
endeavors? From these questions emerge multiple intelligence theory: stated simply,
it challenges psychologies definition of intelligence as a general ability that
can be measured by a single IQ score. Instead, MI theory describes eight intelligences
that people use to solve problems and create products relevant to the societies
in which they live. Gardner’s theory has perhaps had the greatest impact within
the field of education, where it has received considerable attention and use. His
conceptualization of intelligence as more than a single, solitary quality has opened
the doors for further research and different ways of thinking about human intelligence
Howard Earl Gardner was born on July 11, 1943 in Scranton,
Pennsylvania. He described himself as “a studious child who gained much pleasure
from playing the piano.” He completed his post-secondary education at Harvard, earning
his undergraduate degree in 1965 and his Ph.D. in 1971. He is
an American developmental psychologist and the John H. and Elisabeth A. Hobbs Professor
of Cognition and Education at the Harvard Graduate School of Education at Harvard
University. He is currently the Senior Director of Harvard Project Zero, and since
1995, he has been the co-director of the Good Project. Gardner has written
hundreds of research articles and thirty books that have been translated into more
than thirty languages.
After spending time working with two very different groups, normal and gifted children
and brain-damaged adults, Gardner began developing a theory designed to synthesize
his research and observations. In 1983, he published Frames of Mind which
outlined his theory of multiple intelligences. According to his theory, people have
many different ways of learning. Unlike traditional theories of intelligence that
focus on one, single general intelligence, Gardner believed that people instead
have multiple different ways of thinking and learning. He has since identified and
described Nine different kinds of intelligence:
- Interpersonal intelligence
- Intrapersonal intelligence
- Musical intelligence
- Visuall intelligence
- Kinesthetic intelligence
- Linguistic intelligence
- Logical intelligence
- Naturalistic intelligence
- Existential intelligence . (Proposed ninth addition).
Nine types of intelligence simplified.
The interpersonal intelligence is related with the social interaction as a whole. Inter personal intelligence enables one to be extrovert, sensitive to others mood feelings, temperaments and motivation, and the ability to cooperate in order to work as a part of a group. It enhances the ability capacity to communicate effectively and emphasize easily with others. The learning process is best boosted by working with others, discussions and debate.
The Intra personal intelligence is referred with introspective and self-reflective capacities. This intelligence makes one introvert and gives an urge to work alone. It gives high self awareness and capacity of understanding ones own emotions, goals and emotions. It helps create an affinity for thought based pursuits such as philosophy. The learning process is best enhanced when by concentrating on the subject by oneself. There is an high level of perfectionism associated with this intelligence.
The musical intelligences denotes rhythm, music and hearing skill. This intelligence
includes greater sensitivity to sound, rhythm, tones and music.
it normally enhances good pitch-tone, which enables singing, playing musical instruments
and to compose music. Since there is a strong auditory component to this intelligence,
it enables learning best by lectures, audio program or louder reading.
In addition the use of songs or rhythms or music playing in the background during
learning and memorizing information can enrich and accelerate the learning process.
The visual intelligence is related with vision and spatial judgment . visual intelligence enables to be very good at visualizing and mentally manipulating objects, proficient at solving puzzles, a very good sense of direction-speed-distance and considerably good hand-eye coordination. It enhances a strong visual memory and often makes one artistically inclined.
The kinesthetic intelligence is related with body movements and physiology. Kinesthetic intelligence enables one to learn better by involving muscular movements. It generally helps to enhance ones physical activity, enjoying acting or performing , learning with pacing or rhythmic physical movements ,model building, using touch sensations and practically making things.
The linguistic intelligences related with words, spoken or written. It shows the ability to be good at reading, writing, telling stories and memorizing words along with dates. Linguistic Intelligence enables one to learn best reading, taking notes, listening to lectures, and discuss and debate. It also enables one to be skilled at explaining, teaching, creating, effective speeches and persuasive speaking. It enables one to learn foreign languages easily as they have high verbal memory and recalling capacities as well as an ability to understand and manipulate syntax and structure of sentences.
The logical intelligence is related with the abilities with the abilities to naturally excel in mathematics and logical or numerical or activities, more accurately speaking it refers to traditional mathematical ability and more reasoning capabilities abstract patterns of recognition, scientific thinking and investigation , and the ability to perform complex calculations.
The naturalist intelligence relates to greater sensitivity to nature and their place within it, the ability to nurture and grow things, and greater ease in caring for, taming and interacting with animals. This intelligence enables one to learn best when the subject involves collecting and analyzing, or is closely related to something prominent in nature or while positioning oneself in natural environments..
The existential intelligence relates to sensitivity and capacity to tackle deep questions about human existence such as the meaning of life, why do we die, and how did we get here, etc. It enables one to enhance the philosophical thoughts and theories, exploring the nature of existence and spiritual awareness. It makes one curious about life, death and ultimate realities.
Awards
- 1981, MacArthur Prize Fellowship
- 1987, William James Award, American Psychological Association
- 1990, University of Louisville Grawemeyer Award in Education
- 2000, John S. Guggenheim Memorial Foundation Fellowship
- 2011, Prince of Asturias Award in Social Sciences
Selected Publications
- Gardner, H. (1983; 2003). Frames of mind. The theory of multiple intelligences. New York: Basic Books.
- Gardner, H. (1999). Intelligence reframed. New York: Basic Books.
- Gardner, H. (2000). The Disciplined Mind: Beyond Facts and Standardized Tests, The K-12 Education That Every Child Deserves. New York: Penguin Putnam.
