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.

Multiple Intelligences or MI refers to learner-base philosophy that characterizes intelligence as having multiple dimensions that must be acknowledge and developed in education.

Image: childdevelopment.com

 A.     Howard Gardner's multiple intelligences theory

This simple grid diagram illustrates Howard Gardner's model of the seven Multiple Intelligences at a glance.

intelligence type	capability and perception
Linguistic/Verbal	words and language
Logical-Mathematical	logic and numbers
Musical	music, sound, rhythm
Bodily-Kinesthetic	body movement control
Spatial-Visual	images and space
Interpersonal	other people's feelings
Intrapersonal	self-awareness
Naturalist	Love environment

According to Gardner (1999), intelligence is much more than IQ because a high IQ in the absence of productivity does not equate to intelligence. In his definition, "Intelligence is a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture". Consequently, instead of intelligence being a single entity described psychometrically with an IQ score, Gardner's definition views it as many things. He endeavored to define intelligence in a much broader way than psychometricians. To achieve this goal Gardner (1983; 1999) established several criteria for defining intelligence. In identifying capabilities to be considered for one of the "multiple intelligences" the construct under consideration had to meet several criteria rather than resting on the results of a narrow psychometric approach.

1.      Linguistic/Verbal

The ability to use language in special and creative ways, which is something lawyers, writers, editors, and interprets are strong in. 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 by discussing and debating about what they have learned. 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.

2.      Logical-Mathematical

The ability to think rationally, often found with doctors, engineers, programmers, and scientist. People who are strong in logical mathematical intelligence are good at reasoning, recognizing patterns and logicallu analyze problems. These individual tend to think conceptually about numbers, relationship and patterns. This 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, recognising abstract patterns, scientific thinking and investigation and the ability to perform complex calculations. It correlates strongly with traditional concepts of "intelligence" or IQ.

3.      Musical

This 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.

4.      Bodily/kinesthetic

The 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, pilots, 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.

5.      Spatial-Visual

This ability to form mental models of the world, something architects, decorators, sculptors, and painters are good at. 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.

6.      Interpersonal

This 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.

7.      Intrapersonal

This 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, writers and all of the above but with depression as the final result of years of constantly doubting themselves and comparing themselves to their surroundings. People with intrapersonal intelligence also prefer to work alone.

8.      Naturalist

This 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 gardener.

B.      Using MI in the classroom

The idea of Multiple Intelligences has attracted the interest of many educators as well as the general public. School that use MI theory encourage learning that goes beyond traditional books, pens, pencils. Teachers and parents who recognize their learners/children’s particular gifts and talents can provide learning activities that build on those inherent gifts. As a result of strengthening such differences, individuals are free to be intelligent in their own ways. There are no goals stated for Multiple Intelligences instruction in linguistic terms. MI pedagogy on the language class as the setting for a series of educational support system aimed at making the language learner a better designer of his/her own learning experiences.

Like teachers, learners need to see themselves engaged in a process of personality development above and beyond that of being successful language learners. The MI classroom is one designed to support development of the whole person, and the environment and its activities are intended to enable students to become more well-rounded individuals and more successful learners in general. Learners are encouraged to see their goal in these broader terms. Learners are typically expected to take an MI inventory and to develop their own MI profile based on the inventory.

Advantages:

• Students are likely to become more engaged in learning as they use learning modes and match their intelligence strengths.
• Students’ regular reflection on their learning broadens their definition of effective and acceptable teaching and learning practices.
• Students’ increases engagement and success in learning stimulates teacher to raise their expectations, initiating a powerful expectation response cycle that can lead to greater achievement levels for all.

Disadvantages:

• Multiple intelligences interfere with other if the class isn’t planned carefully and the activities are mixed up.
• Some students might have trouble defining their strong intelligences.
• Sometimes, this method lacks support from parents and teacher, as they mathematical and linguistics abilities worthier than other ability.

C.      Conclusion

Multiple intelligences is an increasingly popular approach to characterizing the ways in which learners are unique and to developing instruction to respond to this uniqueness. MI is one of set of such perspective dealing with learners’ differences and borrows heavily from these in its recommendation and designs for lesson planning. The literature on MI provides a rich source of classroom ideas regardless of one’s theoretical perspective and can help teachers think about instruction in their classes in unique ways. Some teachers may see the assumptions of identifying and responding to the variety of ways in which students differ to be unrealistic in their own settings and antithetical to expectations of their students and administrators. There are, however entire schools as well as language program being restructured around the MI perspective. Evaluation of how successful these innovations are will be needed to more fully evaluate the claims of MI in education and in second language teaching.

Bibliography

Gardner, H. (1999a). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.

Gardner, H. (1999b, February). Who owns intelligence? Atlantic Monthly, 67-76.

Gardner, H. (1998). Are there additional intelligences? The case for naturalist, spiritual, and existential intelligences. In J. Kane (Ed.), Education, information, and transformation (pp. 111-131). Upper Saddle River, NJ: Merrill-Prentice Hall.

Gardner, H. (1995). Reflections on multiple intelligences. Phi Delta Kappan, 77(3), 200-208.

Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.

Morgan, H. (1996). An analysis of Gardner's theory of multiple intelligence. Roeper Review 18, 263-270.

http://www.pz.harvard.edu/PIs/HG.htm (2000). Biographical data on Howard Gardner, Principle Investigators, Project Zero Website.

http://www.nea.org/neatoday/9903/meet.html (1999). NEA Today Online, Meet Howard Gardner: All kinds of smarts.

http://www.indiana.edu/~intell/mitheory.shtml