The Theory of Multiple Intelligences: Its Definition and Application

I vividly recall that feeling of inferiority when I scored lower than my peers on mathematical and linguistic tests. After all, math, grammar, and reading comprehension were the only acclaimed subjects among teachers and students alike; they constituted the criterion to distinguish an excellent student from a mediocre one. Throughout my experience with schooling, academic excellence and strong logical and linguistic performance were often used interchangeably; aptitude in any other discipline was overlooked or even mocked.

This narrative is widely replicated around the world as multiple educational systems and teaching methods bestow the title “intelligent” solely upon students who excel in the aforementioned basic disciplines. This brilliance is even considered a sure indicator of success in other subjects.

This manner of viewing intelligence is incredibly dominant to the point that it has become normalized or “obvious.” Yet, it was only introduced in the early twentieth century as part of a psychometric theory by English psychologist Charles Edward Spearman. This theory was termed the “general factor of intelligence” (Spearman 36), commonly referred to as the g factor. Spearman’s theory states that there is a positive correlation among cognitive tasks. In an academic context, this means that a student’s performance in primary disciplines, mainly logic, and language, is comparable to that student’s performance in other subjects. Standardized tests, most notably the IQ test, stem from Spearman’s perspective of intelligence.

Though the most widely accepted theories of intelligence incorporate the g factor, a few concepts completely averse to Spearman’s view emerged, mainly Gardner’s theory of multiple intelligences. In his book “Frames of Mind: The theory of multiple intelligences,” the American psychologist Howard Earl Gardner states: “I was claiming that all human beings possess not just a single intelligence (often called by psychologists “g” for general intelligence). Rather, as a species, we human beings are better described as having a set of relatively autonomous intelligence” (Gardner 13). The inadequacy of the g factor led Gardner to devise a more inclusive theory that takes into account a “fuller appreciation of human cognitive capacities,” and that includes linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, and personal intelligence (Gardner 13). This set later grew to include both naturalistic and existential intelligence. However, this essay aims to track the traits of Gardner’s initial six bits of intelligence along with how they can be leveraged to enhance education.

Intelligence is defined as a “neural mechanism or computational system that is genetically programmed to be activated or “triggered” by certain kinds of internally or externally presented information” (Gardner 68). Relying on this definition, one cannot expect there to be only one type of intelligence, since different individuals are triggered by distinct stimulators. The musician is sensitive to pitch relations, the mathematician to numbers and cause and effect, and the artist to the power of the image. Hence, in this light, Gardner’s multiple intelligences begin to unveil.

The first intelligence listed in Gardner’s book is verbal-linguistic, for it is “the intellectual competence that seems most widely and most democratically shared across the human species” (Gardner 82). Language is among the first competencies that the normal child learns, and it is one of the traits that unite individuals from different cultures and walks of life. However, this intelligence is more developed and apparent in writers, essayists, and poets. Take, for example, William Shakespeare, history’s most renowned playwright who mesmerized audiences for more than four centuries; Shakespeare even coined phrases and expressions that are still in use today. Gardner’s example of a profile with outstanding linguistic aptitudes was English poet T.S Eliot, who was awarded a Nobel Prize in Literature for his pioneering contribution to present-day poetry. Though these two examples illustrate linguistic intelligence at its most prolific level, the average linguistically-gifted individual can share many traits with both Shakespeare and Eliot such as the ability to learn through written and spoken language, proper use of vocabulary, and a deep understanding of the nuances in the meanings of words. Individuals with high linguistic intelligence usually enjoy language-based humor and play on words, have a rich vocabulary, and can express themselves accurately through one language or more. The development of verbal intelligence relies much on memory as a means of building up linguistic knowledge and expanding writing styles through reading.

Contrary to linguistic intelligence, which may take time to manifest for it requires years of language learning, musical intelligence is quick to appear (Gardner 105). In his presentation of musical intelligence, Gardner relied on the example of the child prodigy who shows exceptional competence in music from an early age. In fact, many well-known composers’ talents beamed in early childhood. Take, for instance, Mozart, who began playing the piano at the age of four and composed his first piece of music by the time he was five years old. The development of musical intelligence, according to Gardner, depends not only on inborn capabilities but also on the socio-cultural setting; “the existence of accomplished singing skill in certain cultural groups suggests that musical achievement is not strictly a reflection of inborn ability but is susceptible to cultural stimulation and training” (Gardner 119). However, for most individuals who were not brought up in a musical setting, the chances to polish musical abilities are usually scarce, and they are further diminished after school years begin, where there is a greater emphasis on further “linguistic attainments” thus making “musical illiteracy” acceptable (Gardner 116). Nevertheless, musical talent is by no means limited to composers, musicians, and performers, as musical competence can be honed simply through training the oral-aural channel” (Gardner 129). The main characteristic of musically intelligent individuals is the enjoyment of and music appreciation. They can usually function better with music in the background. Also, they are apt at recognizing different musical instruments in a composition.

Gardner terms both linguistic and musical intelligence as being “endogenous” since every author or musician has a unique style and set of rules (Gardner 177). However, on the other end of these two bits of intelligence lies the rigorous logical-mathematical intelligence, one of the handfuls of competencies that are emphasized and elaborated throughout the educational process. This intelligence is arguably the most acclaimed and praised. In fact, the whole concept of intelligence is often reduced to mathematical capacities. Yet, in the context of the theory of multiple intelligences, logical-mathematical skill is viewed “as one among a set of intelligence, a skill powerfully equipped to handle certain kinds of problems, but one in no sense superior to, or danger of overwhelming, the others” (Gardner 177). The history of science, particularly mathematics, has witnessed many profiles with high logical-mathematical capacities. Gardner proposed the example of French mathematician Henri Poincaré, one of the leading mathematicians in the world at the turn of the century who is often described as “the Last Universalist” for his invaluable contributions in all fields of the discipline from pure to applied mathematics. What characterizes mathematically gifted individuals is a fondness for abstraction. Moreover, the mathematician must be rigorous and skeptical in his handling of facts; the acceptance of any statement is only accomplished through coherent proofs derived from “universally accepted first principles.” (Gardner 146). In practical terms, logical-mathematical intelligence involves the ability to analyze and evaluate issues using a logical sequence of thinking, a keen capacity to recognize patterns, and an in-depth grasping of numbers and cause and effect. The development of logical-mathematical intelligence is unlike that of both linguistic and musical intelligence, in the sense that it does not rely on the auditory-oral sphere; instead, the logical facility is accomplished through the continuous confrontation with the world of objects (Gardner 136). In other words, it is through the handling of objects and the relations among them that a child acquires the rudimentary and most basic understanding of logic, to later exit the world of sensorimotor knowledge and climb up the echelon of pure abstraction.

A competence of equal importance in the realm of science as logical-mathematical aptitude is visual-spatial intelligence. However, if the former reaches its apogee with increasing abstraction, then the latter remains closely tied to the concrete world (Gardner 215). In fact, the main capacities that this intelligence entails revolve around objects: their perception, visualization, and manipulation. Among the fundamental traits of apt individuals concerning this intelligence are the abilities to “recognize instances of the same element,” to visually transform an element or notice the “transformation of one element into another,” and the capacity to produce graphics similar to perceived imagery (Gardner 185). Visual-spatial intelligence proves crucial in many disciplines, and individuals who displayed a high capability to inwardly manipulate objects were able to make pioneering achievements in their areas of expertise. In this context, Gardner provides the example of scientists James Watson and Francis Crick, who were only able to discover the double helix structure of the DNA through the visualization of how molecules can be bound together (Gardner 200). It is also of no surprise that the work of artists depends mainly on the manipulation of the world of objects. Michelangelo, the great artist of the Renaissance, was highly lauded for his “accurate visual recall” of all shapes he perceived (Gardner 207). The development of this intelligence relies not merely on intuition but moreover on practice. A compelling testament to this is the case of Eskimos, who evince a high degree of spatial aptitude due to the difficulty they face to find their way through their environment (Gardner 212). Furthermore, spatial intelligence is believed to be far more developed in old individuals than their younger counterparts, a finding that Gardner views as a “reward of aging” and a better appreciation of patterns and shapes. Take, for example, the renowned Spanish painter Pablo Picasso, whose spatial capacities remained robust even through his nineties.

There is also another form of intelligence linked to the concrete world: bodily-kinesthetic intelligence. However, this capacity remains close to the individual as it inheres from the dexterous use of one’s body. The inclusion of physical abilities within Gardner’s theory stems from his effort to shed the common belief of taking motor capacities for granted since mental aptitudes are often deemed more superior. Gardner, moreover, states that concrete actions must be viewed as the culmination of any intellectual effort. By the same token, mental skills ought to be considered as a means for bodily movement and not the other way around. The main trait of this form of intelligence is the ability to “use one’s body in highly differentiated and skilled ways, for expressive as well as goal-directed purposes” (Gardner 218). This intelligence hence entails the use of fine motor movements to manipulate delicate objects as well as the expressive exploitation of gross body motion. An example accurately illustrating this form of intelligence would be that of French mime artist Marcel Marceau who was able to imitate personalities, convey abstract concepts, and denote phenomena through gestures and facial expressions only (Gardner 218). The development of this intelligence is relatively distinct from the previous ones, in the sense that it does not evolve independently; on the contrary, it is endowed by an amalgam of skills. “When one can state a goal in words, convey instructions verbally, criticize one’s own performance, or coach another individual,” the method by which their skills are incorporated is honed, thus fostering their motor activity (Gardner 234). Hence, bodily-kinesthetic intelligence is both developed through and central to all other forms of human capabilities.

The last competence introduced in Gardner’s groundbreaking theory is personal intelligence, which can be further broken down into two categories: interpersonal and intrapersonal abilities. The former involves the core capacity of accurately discerning other’s moods, temperaments, motivations, and intentions (Gardner 253). It directs one’s abilities towards knowing and relating to other people. Among the individuals that Gardner views as having high interpersonal skills are political and religious leaders who shrewdly understand the inner feelings of the public and are thus able to sway them along desired lines. Intrapersonal intelligence, in contrast, requires access to one’s self, the capacity to reach an in-depth awareness of one’s emotions, and ultimately guiding one’s actions (Gardner 253). A profile fitting to illustrate this type of intelligence would be English writer Virginia Woolf for her keen ability to “look inward, examine her innermost feelings, and articulate them” through her stream of consciousness novels (Thoughtco.com). Regardless of their different natures, interpersonal and intrapersonal skills grow simultaneously from infancy to elderhood. The initial steps of fostering this intelligence emerge in the early years of life, as the infant begins to experience a wide gamut of feelings and becomes capable of distinguishing “mother from father, parents from strangers, and happy expressions from angry ones” (Gardner 259). The child later acquires basic social know-how and notions, mainly communication and sympathy with others. However, the turbulent years of adolescence remain a cornerstone in the process of developing personal intelligence as the adolescent shapes a more mature perception of the world and a more focused identity. Personal intelligence continues to grow through the experiences that one encounters and their evolution stretches to adulthood and elderhood.

The theory of multiple intelligences is a powerful tool to enhance teaching methods and erect more inclusive education systems. To fully “encompass the realm of human cognition,” it is necessary to have a broader view of competencies (Gardner 29). Pencil and paper tests are confined to linguistic and logical intelligence only, thus overlooking the other competencies a student might possess. An effective way to bridge the gap between students and the acquisition of knowledge is the diversification of teaching methods. By including visual resources, engaging students in physical activity, and inserting music, educators can reach students who otherwise seemed “reluctant or incapable” (Thoughtco.com). Such endeavors allow the establishment of student-centered curricula that transform subjects previously deemed dull into joyful activities. In light of the theory of multiple intelligences, every student can be considered smart in their own way.

In essence, the theory of multiple intelligences offers promising opportunities to both appreciate human intellect and make considerable advances in the educational arena. Had I known about this theory as a primary school student, I would have had a better understanding of my potential and directed my energy towards harnessing it. However, as George Eliot’s saying goes, “it is never too late to be who you might have been.”