Multiple Intelligence: Analysis of The Concept and Theories

A strength of Gardner’s theory is case studies used of talented individuals in different fields as evidence to support his theory. Another important part of multiple intelligence is evidence for Gardner’s cross-cultural data that a variety of skills are distinguished by different cultures. The theory is known to not be culture bound, and so avoids the criticism of being ethnocentric. Interestingly, Gardner’s book ‘Frames of Mind’ discusses the high longitudinal abilities of the Puluwat people of the Caroline Islands who use skills to navigate their canoes in the ocean using different forms of intelligence. This shows that the use of case studies as evidence is not convincing, as again it is a small sample of the population and a specific part of intelligence had not been discussed in fine detail. Here we will analyse the concept of multiple intelligence. Also in the essay there is a brief analysis of different theories about intelligence to think about.

Geake proposed evidence to suggest that high achievers in one area of multiple intelligence is likely to have a high performance in others. This can be taken into consideration along the lines of student A being classified as a low achiever and therefore with Gardner’s theory, student A will continue to be a low achiever in the rest of the areas of multiple intelligence. Supporting Spearman’s theory that intelligence is firmed by a single underlying factor such as IQ tests. Gardner’s theory is unclear, and many psychologists argue that there are eight types of different intelligence. This is unrepresentative towards the overall population, similar to the rising mean score of IQ tests within Britain.

Sternberg’s Analytic Intelligence and Proposed Arguments

Sternberg disagreed with Gardner’s theory who claims that we have multiple intelligence and instead argued that they should be classified as ‘abilities’ or ‘talents’, as many believe that intelligence is a single quantifiable factor. It is strongly believed that individuals who have the ability to direct their behaviours towards the attainment of a goal or target, is following Sternberg’s belief, that this is the key to successfully implementing most educational tasks and given worksheets within the classroom environment, this also allows children to be challenged against their ‘abilities’. This links to student A as he cannot focus for more than five minutes and uses his disruptive behaviours to distract everyone else around him, therefore, student A’s abilities of behaviour is low, while tasks that student A enjoys is high. Bringing this together, Sternberg’s theory suits student A, the best as he claims that intelligence is classified with different abilities and talents and not just for one single entity.

Like Cattell, Sternberg argued that intelligence was one whole, but could be spilt into three different abilities: Analytic, Creative and Practical Intelligence. Sternberg’s analytic intelligence is similar to the IQ testing created by Binet, this involves logical reasoning, working memory and abstract processing. Other factors relate to the culture and environment, where the learning is taken place. The strengths of Sternberg’s theory are clear, as it allows a general overview of what intelligence is. On the other hand, it allows room for analysing separate sections and therefore lets accurate examining of individuals intelligences proceed.

Researchers claim that Sternberg’s theory (Triarchic Theory of Intelligence) is too inclusive, as any behaviour or act can be made out to be intelligent. For example, one behaviour can be useful for a section of intelligence, while the same behaviour may not be useful for another. This, therefore, does not explain the process or structure towards intelligence. The sample combined 3,278 school students across three countries at the ages of 12-18 years old. The study compared the different abilities used in Sternberg’s work, to the work of Spearman’s ‘general intelligence.’ From the initial results, it is believed that Sternberg’s Triarchic Theory achieves the best results for empirical data over ‘general intelligence’. This study provides support that intelligence can be highly measured using Sternberg’s concept. Taking this into consideration, the overall research shows that Sternberg’s theory had been spilt into three different sections, therefore this does not determine in fine detail whether an individual is intelligent or not. Hence, this research is unrepresentative as the population size is limited and does not give a broad enough result for other countries.

Goleman’s Theory of Emotional Intelligence 

Another aspect of intelligence is referring to Goleman’s Theory of Emotional Intelligence (EI). Emotional intelligence can overpower IQ tests, Goleman emphasises that school success is largely determined by social and emotional processes, this is identified through the emotional intelligence scale, which determines the validity of the scores within the tests. This can relate to the case of student A as he finds it difficult to understand and deal with his social emotions, and this may relate to him being ‘less able’. He also finds it difficult to socialise within the school as he does not understand his peer’s feelings around him. From this evidence, it is clear that emotional intelligence may have a part in determining success in education. Likewise, it is clear that the need to be sociable and understand that emotions strives into the true understanding of what represents intelligence, in which student A lacks.

These EI models, however, share a common core of basic thoughts, emotional intelligence, at the most general level, refers to the abilities to distinguish and control emotions in ourselves and in others. The most well-known definition suggests four major EI areas: Self-Awareness, Self-Management, Social Awareness and Relationship Management.

Conclusion

It is believed that the given definitions of the EI models such as self-management and self-awareness, fall under Gardner’s theory. The current model is focused on cognitive abilities, this theory includes cognitive and emotional aptitudes of intelligence. This focused on identifying an individual’s ability to identify other emotions. Goleman believes that mood swings can lead to alternative viewpoints and understanding the emotional state of other individuals, this is labelling and distinguishing emotions, to which student A appears to shows these attributes in a negative way.

References

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

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

3. Lazear, D. G. (2004). Seven Pathways of Learning: Teaching Students and Parents about Multiple Intelligences. Touchstone Books.

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4. Hunsaker, S. L., & Williams, W. M. (2016). The Impact of Multiple Intelligences Instructional Strategies on Students' Achievement. Journal of Education and Practice, 7(25), 120-130.

5. Goleman, D. (2006). Social Intelligence: The New Science of Human Relationships. Bantam Books.
6. Goleman, D. (2011). Leadership: The Power of Emotional Intelligence. Bantam Books.
7. Goleman, D. (2018). Emotional Intelligence: Why It Can Matter More Than Anything Else. Bantam Books.