Gardner’s Idea of Multiple Intelligence: a Theory Or a Set of Skills

Howard Gardner first introduced the theory of Multiple Intelligence in his book, Frame of Mind which quickly became popular as a classic model to understand aspects of human intelligence, personality, behavior and learning style. The three general categories in which people learn are: visual, auditory and kinesthetic. However, Gardner through his work in psychology, human cognition and human potential led to the development of the initial seven types of intelligences later revised to nine which relates to a person’s unique set of capabilities that demonstrates their intellectual potential. He called this multiple intelligence and the essay reviews some of the main tenets of Gardner's theory.

Gardner’s Nine Types of Intelligences

1. Verbal-linguistic intelligence (well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words)
2. Logical-mathematical intelligence (ability to think conceptually and abstractly, and capacity to discern logical and numerical patterns)
3. Spatial-visual intelligence (capacity to think in images and pictures, to visualize accurately and abstractly)
4. Bodily-kinesthetic intelligence (ability to control one’s body movements and to handle objects skilfully)
5. Musical intelligences (ability to produce and appreciate rhythm, pitch and timber)
6. Interpersonal intelligence (capacity to detect and respond appropriately to the moods, motivations and desires of others)
7. Intrapersonal (capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes)
8. Naturalist intelligence (ability to recognize and categorize plants, animals and other objects in nature)
9. Existential intelligence (sensitivity and capacity to tackle deep questions about human existence such as, what is the meaning of life? why do we die? how did we get here?

The theory basically talks about how humans learn differently from one another and we all show different levels of aptitude in different content areas as nobody is universally intelligent. Traditionally, intelligence is considered measurable on a single scale which leads to the outcome of whether a person have high or low or average intelligence. Rather than defining intelligence in the term of IQ scores, Gardner offered an alternative view and suggested that Intelligence comprises both psychological and biological characteristics enabling individuals to solve problems. Multiple Intelligence is highly beneficial for teachers as it helps students realize that there are multiple ways to learn and encourages them to increase their confidence and enthusiasm for learning by unveiling their academic strengths. For example, children on the autism spectrum often lack interpersonal skills and might struggle socializing but highlighting their strengths and further motivating them gives them an opportunity to recognize that they still have potential to do well. Despite of being popular amongst the educators the theory has some weak points. 

Is It Intelligence or a Skill-Set?

The Multiple Intelligence theory points out that different people learn in different ways such as some prefer visual/spatial learning whereas, some learn better through listening etc. thus, there should be corresponding teaching styles in response to various needs for effective learning but the question here is: do children have different learning styles? If they do, then why there are no profound implications of such pedagogy? Sadly, there is no evidence indicating that students learn in fundamentally different ways. Contrary to Gardner’s claims, strong correlations have been found between the 7 intelligences as most of these ‘abilities’ intercorrelate with each other. The theory confuses ‘intelligence’ with ‘skill-set’ and ‘abilities’ and in-accurately equate them. The only good thing about this theory in my point of view is that it allows everyone to think themselves as intelligent in one area or the other but as the saying goes, if everyone’s intelligent then no one is intelligent. Furthermore, the theory lacks precise explanation, measurability and has no empirical evidence to back it up.  

Conclusion

In conclusion, Gardner's Multiple Intelligence theory has significantly impacted our understanding of human abilities and learning. By challenging the traditional notion of intelligence as a single, fixed entity measured by standardized tests, Gardner opened up a new paradigm that recognizes diverse talents and skills in individuals. His theory has led to a more inclusive approach to education, where educators strive to cater to students' unique strengths and learning styles. 

However, it is essential to acknowledge that Gardner's theory also faces criticisms and challenges. Some argue that the evidence supporting distinct intelligences is limited, and that the theory lacks empirical validation. Additionally, the identification and assessment of multiple intelligences can be complex and subjective.

References

1. Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.

2. Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. Basic Books.

3. Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century. Basic Books.

4. Armstrong, T. (2009). Multiple Intelligences in the Classroom. Association for Supervision and Curriculum Development.

5. Campbell, L., Campbell, B., & Dickinson, D. (2004). Teaching and Learning Through Multiple Intelligences (3rd ed.). Pearson.

6. Smith, M. K. (2008). Howard Gardner and Multiple Intelligences. The Encyclopedia of Informal Education. www.infed.org

7. Kornhaber, M. L., Fierros, E. G., & Veenema, S. (2004). Multiple Intelligences: Best Ideas from Research and Practice. Allyn & Bacon.

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8. Brualdi, A. C. (1996). Multiple Intelligences: Gardner's Theory. ERIC Digest. ERIC Clearinghouse on Assessment and Evaluation.