Howard Gardner's Theory of Intelligence

Introduction to Gardner's Theory of Multiple Intelligences

Howard Gardner is an American developmental psychologist who argues that conventional definitions of intelligence are too narrow. While he acknowledges the existence of a general aspect of intelligence, he does not believe it is effective in explaining an individual's performance in specific situations. According to Gardner's view, people possess eight distinct abilities, also known as multiple intelligences, which he introduced in 1983 (Gardner, 1983). This theory challenges traditional views by suggesting that intelligence is not a single entity but a collection of varied abilities.

Exploring the Eight Intelligences

One of the eight intelligences is linguistic intelligence, which is the ability to use language effectively. This means employing it in convincing arguments, as influential speakers or writers do, and identifying meanings in words. The second ability is logical-mathematical intelligence, which involves reasoning rationally in science and mathematics. This ability helps individuals solve mathematical problems, generate mathematical proofs, and plan and test hypotheses about observable phenomena. Gardner's theory suggests that these intelligences are not only innate but can also be developed through education and practice.

The third ability is spatial intelligence, which is the capacity to be aware of details in what we observe and to manipulate visual objects in our imagination. An example of this ability is drawing a visual image of an object and finding small differences between similar things. The fourth intelligence is musical ability, which includes creating, understanding, and appreciating music. This involves playing musical instruments and composing musical works.

The fifth ability is bodily-kinesthetic intelligence, the proficiency in using one's body. Examples of this ability include dancing, playing sports, and aerobics. The sixth ability is interpersonal intelligence, the ability to perceive subtle aspects of other people's actions. Examples include understanding others' moods, detecting causal intentions and desires, and using this knowledge to influence their thoughts and actions.

The seventh ability is intrapersonal intelligence, which is the awareness of our own feelings, purposes, and desires. This includes being conscious of one's own emotions, such as happiness, sadness, and regret. This ability also involves using self-understanding to relate more effectively with others. The eighth ability is naturalist intelligence, the ability to identify patterns in the natural world and distinguish among natural substances and life forms. This intelligence helps individuals bond with and adapt to their natural environment. An example of naturalist intelligence is the ability to recognize different plant or animal species and understand natural forms such as mountains, rivers, and rocks.

Comparing Gardner's and Piaget's Theories

The differences between Piaget and Gardner's theories lie in their focus. Piaget emphasizes mental processes rather than measuring actual intellectual abilities. He uses four stages to define intelligence: sensorimotor, preoperational, concrete operational, and formal operational (Piaget, 1952). Gardner, on the other hand, identifies eight types of intelligence. Piaget places more emphasis on biological adaptation, focusing on the physical and mental aspects of the body. According to Piaget, a child must progress through these stages during childhood to master specific criteria in each stage.

Gardner's theory of intelligences makes sense when considering the diverse abilities children possess. Some excel in certain abilities more than others, but categorizing these abilities into different intelligences is a wise approach. It recognizes that intelligence is multifaceted and that each individual may have a unique combination of strengths. I agree with Gardner's idea of people having eight different abilities, as it reflects the complexity of human cognitive capabilities.

References

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

Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.