Multiple Intelligences
Overview
The theory of Multiple Intelligences was first proposed by psychologist Howard Gardner in 1983. This theory challenges the traditional view of intelligence as a single, general ability that can be measured by standard IQ tests. Instead, Gardner proposes that there are multiple distinct forms of intelligence, each of which has its own unique set of skills and abilities. These intelligences are not necessarily related, and an individual can be strong in some areas while being weak in others.
The Theory of Multiple Intelligences
Gardner's theory initially identified seven distinct intelligences: Linguistic, Logical-Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, and Intrapersonal. Later, he added two more: Naturalistic and Existential. Each of these intelligences represents a different way of processing information and solving problems.
Linguistic Intelligence
Linguistic intelligence refers to the ability to use language effectively, both in terms of speech and writing. This includes the ability to manipulate the syntax or structure of language, the phonology or sounds of language, the semantics or meanings of language, and the pragmatic or practical uses of language.
Logical-Mathematical Intelligence
Logical-mathematical intelligence involves the ability to think logically and to solve mathematical problems. This includes the ability to detect patterns, reason deductively, and think logically. This intelligence is most often associated with scientific and mathematical thinking.
Spatial Intelligence
Spatial intelligence involves the ability to think in three dimensions. Core capacities include mental imagery, spatial reasoning, image manipulation, graphic and artistic skills, and an active imagination.
Bodily-Kinesthetic Intelligence
Bodily-kinesthetic intelligence is the capacity to manipulate objects and use a variety of physical skills. This intelligence also involves a sense of timing and the perfection of skills through mind–body union.
Musical Intelligence
Musical intelligence is the capacity to discern pitch, rhythm, timbre, and tone. This intelligence enables us to recognize, create, reproduce, and reflect on music, as demonstrated by composers, conductors, musicians, vocalist, and sensitive listeners.
Interpersonal Intelligence
Interpersonal intelligence is the ability to understand and interact effectively with others. It involves effective verbal and nonverbal communication, the ability to note distinctions among others, sensitivity to the moods and temperaments of others, and the ability to entertain multiple perspectives.
Intrapersonal Intelligence
Intrapersonal intelligence is the capacity to understand oneself and one’s thoughts and feelings, and to use such knowledge in planning and directioning one’s life. Intrapersonal intelligence involves not only an appreciation of the self, but also of the human condition.
Naturalistic Intelligence
Naturalistic intelligence is the ability to recognize and categorize plants, animals and other objects in nature. This intelligence was not part of Gardner's original set of seven intelligences, but was added later to account for abilities and skills that are clearly important in our ancestors' survival.
Existential Intelligence
Existential intelligence is the 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.
Criticisms of the Theory
While the theory of multiple intelligences has been widely accepted in the educational community, it has also faced a number of criticisms. Some critics argue that Gardner's definitions of the various intelligences are too broad and lack empirical support. Others suggest that the theory is not useful for educational practice because it does not provide specific strategies for how to teach to the different intelligences.
Implications for Education
Despite these criticisms, the theory of multiple intelligences has had a significant impact on education. It has led to a greater emphasis on differentiated instruction, with teachers seeking to tailor their instruction to meet the diverse needs of their students. It has also led to a broader conception of intelligence, with schools recognizing and valuing a wider range of student abilities and talents.