Gardner’s Theory of Multiple Intelligences: Howard Gardner is a Professor of Education at Harvard University where he has received all of his post-secondary education. He is trained both as a developmental and neuropsychologist. Gardner has authored numerous books and articles in professional journals, most notably the theory of multiple intelligences. The theory came about as a fusion of his cognitive capacities research with normal and gifted children and with adults with brain damage. Since the release of his book he began teaching in the Harvard Graduate School of Education, has become actively involved in school reform and in developing means of performance based assessments in relation to the multiple intelligences and improving curriculum and instruction (Harvard Project Zero: Howard Gardner, 2001).
The Harvard Graduate School of Education has maintained a research group called Project Zero for the past 32 years. Project Zero exists to conduct research on the development of children’s learning processes. Over time, the scope of Project Zero has expanded to include many more aspects of education–from individual students and classrooms to curricula, schools, and educational organizations.
Intelligence can be defined as example a girl of twelve is given a set of paints, a brush, and a canvas and very accurately replicates Van Gogh’s A Starry Night. This same young girl, however, is considered mentally retarded according to intelligence and other standardized tests. Another child, who is only six, can quickly solve mathematical problems that most children twice his age struggle to unravel. Both of these children exhibit different types of intelligence. The girl exhibits Spatial Intelligence and the boy Logical-Mathematical according to Howard Gardner’s theory of multiple intelligences that was first introduced in his book, Frames of Mind: The Theory of Multiple Intelligences in 1983.
IQ tests, such as those created by Binet and Simon at the beginning of the twentieth century, were not used to identify the intelligences that encompass Gardner's theory. In its place are eight criteria created from findings gathered from studies of many different types of people as well as from biological and various psychological findings. Gardner precedes the introduction of these criteria with a cautionary note by saying, “once and for all, that there is not, and there never can be, a single irrefutable and universally accepted list of intelligences”.
Gardner originally identified seven intelligences and has recently added an eighth that has met his criteria. These intelligences are musical, logical-mathematical, linguistic, spatial, bodily intrapersonal, interpersonal and naturalist. According to the theory, everyone possesses all of these intelligences: However, the extent to which each is developed in an individual varies from person to person.
Linguistic Intelligence
This intelligence involves the knowing which comes through language; through reading, writing, and speaking. It involves understanding the order and meaning of words in both speech and writing and how to properly use the language. It involves understanding the sociocultural nuances of a language, including idioms, plays on words and linguistically-based humour.
If this is a strong intelligence for you, you have highly developed skills for reading, speaking, and writing and you tend to think in words. You probably like various kinds of literature, playing word games, making up poetry and stories, engaging in involved discussions with other people, debating, formal speaking, creative writing, and telling jokes. You are likely precise in expressing yourself and irritated when others are not! You love learning new words, you do well with written assignments, and your comprehension of anything you read is high.
Logical-mathematical Intelligence
This intelligence uses numbers, math, and logic to find and understand the various patterns that occur in our lives: thought patterns, number patterns, visual patterns, colour patters and so on. It begins with concrete patterns in the real world but gets increasingly abstract as we try to understand relationships of the patterns we have seen.
If you happen to be a logical-mathematically inclined person you tend to think more conceptually and abstractly and are often able to see patterns and relationships that others miss. You probably like to conduct experiments, to solve puzzles and other problems, to ask cosmic questions, and analyze circumstances and people’s behaviour. You most likely enjoy working with numbers and mathematical formulas and operations, and you love the challenge of a complex problem to solve. You are probably systematic and organized, and you likely always have a logical rationale or argument for what you are doing or thinking at any given time.
Musical Intelligence
This is the knowing that happens through sound and vibration. In the original research on the theory of multiple intelligences this intelligence was called musical-rhythmic intelligence. However, it is not limited to music and rhythm so I’m calling it auditory-vibrational, for it deals with the whole realm of sound, tones, beats and vibrational patterns as well as music.
If you are strong in this intelligence area you likely have a love of music and rhythmic patterns.
You are probably very sensitive to sounds in the environment; the chirp of cricket, rain on the roof, varying traffic patterns. You may study and work better with music in the background. You can often reproduce a melody or rhythmic pattern after hearing it only once. Various sounds, tones, and rhythms may have a visible effect on you– others can often see a change in facial expressions, body movement, or emotional responses. You probably like to create music and you enjoy listening to a wide variety of music. You may be skilled at mimicking sounds, language accents, and others’ speech patterns, and you can probably readily recognize different musical instruments in acomposition.
Bodily-Kinesthetic Intelligence
Everyone shares this intelligence. At its most basic level, it is seen in a child working on their fine and gross motor skills and at its ultimate level, in a professional athlete such as Micheal Jordan, soaring gracefully in the air to dunk the ball or a ballerina dancing her way across the stage. Students who exhibit an affinity for sports, excellent hand-eye coordination, an enjoyment from creating with their hands craft, art and model items exhibit this intelligence.
Spatial Intelligence
Artists, designers in many areas, architects, navigators and photographers, among other careers where an eye for images, shapes, details, colours, and textures is needed fall into this intelligence category. Students who have the tendency to sketch or “doodle” on their papers (or desk) may be demonstrating this intelligence.
Interpersonal Intelligence
Where intrapersonal focuses on self-introspection, interpersonal intelligence focuses on the ability to relate with others. An aspect of this is the ability to understand the feelings, thoughts, and opinions of others in order to create a favourable atmosphere for working and problem-solving. Students who demonstrate this intelligence are typically very social, they have well-developed verbal and non-verbal communication skills, and they can use these skills to manipulate others. This intelligence is found in careers like politicians, teachers, counsellors, sales people, clergy and tour guides.
Intrapersonal Intelligence
“Intrapersonal intelligence is the ability to gain access to understand one’s inner feelings, dreams and ideas” (Perry, 1996). This particular intelligence is difficult to evaluate in students. Some traits of this intelligence can be found in students who have clear goals, a good “sense of self” and who are aware of their own strengths and weaknesses. Careers matches for this intelligence are philosophers, counsellors, psychologists, theorists, and writers to name a few.
Naturalistic Intelligence
The latest intelligence to be identified is the naturalist intelligence. This intelligence is, “directly related to our ability to our recognition, appreciation, and understanding of the natural world around us” (Lazear). From people who adore gardening and can name every flower in their yard to a biologist who has a mastery of taxonomy are those who exhibit this intelligence.
Existential Intelligence
Existential intelligence can be defined as the ability to be sensitive to or have the capacity for, conceptualizing or tackling deeper or larger questions about human existence, such as the meaning of life, why are we born, why do we die, what is consciousness, or how did we get here. Expressive and put their opinions to astonishing facts and information. Frequently inspired and good at evaluating themselves, they have their own preferences and convictions. Existential intelligence driven people may be drawn towards careers like human resources workers, ministry, psychiatrist, philosopher, psychologists, social workers and counsellors.
Gardner (1983), “Intelligences” has a particular set of capabilities that could be watched and measured. The predominant two types of intelligence are commonly the capacities that help solid execution in traditional school environments and to transforming high scores on generally IQ measures or tests of accomplishment. The following three structures are exceptionally vital for craftsmen. The following two, viz., interpersonal and intrapersonal intelligences, are individual intelligences. Interpersonal intelligence demonstrates an individual’s capability to recognise the propositions, sentiments and causes of others. Individuals who hold and advance this quality are prone to work well with others and might pick fields like bargains, teaching, counselling or governmental issues so as to utilize them when needed. Intrapersonal knowledge is portrayed as the capability to grasp oneself and utilize that data to control one’s own life.
In Frames of Mind, According to Howard Gardner (1983), Intelligence interfaced the personal intelligences ‘as a piece’. Due to their nearby affiliation in generally societies, they are regularly interfaced together. Nonetheless, he still contends that it bodes well for think about two types of personal intelligence. Gardner guaranteed that the seven intelligences infrequently work freely. They are utilized in the meantime and have a tendency to supplement one another as individuals advance aptitudes or settle problem.
Our schools and the social order center the greater part of its consideration on linguistic and logical-mathematical intelligence. Gardner emphasises that we may as well likewise place equivalent consideration on people who indicate endowments in the different intelligences: the specialists, engineers, performers, naturalists, creators, dancers, therapists, business people, and other people who advance the planet in which we live. A large number of these youngsters, indeed, wind up being named “studying handicapped,” a lack of ability to concentrate consistently, or essentially underachievers, when their novel methods for thinking and studying aren’t tended to by a vigorously etymological or intelligent numerical.
According to this theory, educators should to present their lessons in a wide mixed bag of music, helpful studying, workmanship exercises, pretend, media, field excursions, inward reflection, and significantly more. The hypothesis of various intelligences likewise has solid suggestions for mature person studying and advancement. Numerous mature people end up in employments that don’t make optimal utilization of their generally exceptionally improved intelligences. The hypothesis of multiple intelligences gives grown-ups an entire better approach to take a gander at their lives, inspecting possibilities that they abandoned in their adolescence, (for example an adoration for symbolization or show) yet now have the chance to advance through courses, diversions, or self-improvement programmes other variety.
Evaluation
On the basis of a new typology the excessive importance of Gardner’s approach is placed on the independence of these intelligences from one another and divides human beings. In fact, the brain and indeed the human being act as a whole, and no one mental activity can be truly independent of another. Multiple intelligences can be useful in investigating specialised functions. According to Gardner’s Schools have often sought to help students develop a sense of accomplishment and self-confidence. Gardner’s Theory of Multiple Intelligences provides a theoretical foundation for recognizing the different abilities and talents of students. This theory acknowledges that while all students may not be verbally or mathematically gifted, children may have an expertise in other areas, such as music, spatial relations, or interpersonal knowledge. Approaching and assessing learning in this manner allows a wider range of students to successfully participate in classroom learning
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