Howard Gardner, a graduate student in cognitive-development psychology, and his colleagues were awarded a grant from the Bernard Van Leer Foundation in 1979. The objective of the grant was to amalgamate current research in the biological, social, and cultural sciences concerning human potential. Gardner’s publication titled Frames of Mind, released in 1983, presented his discoveries including his Theory of Multiple Intelligences.
Gardner’s theory of multiple intelligences initially included seven intelligences and defined intelligence as “the ability to solve problems or create products that are valued in one or more cultural settings” (Gardner, 1993, Gardner, 1999, p.33). Over time, Gardner expanded his list to ten intelligences by adding three more theoretical ones (Gardner, 1999). This theory has greatly impacted the way children are educated and has led to the development of new approaches for assessing an individual’s cognitive abilities.
The first and primary intelligence among the seven intelligences is linguistic or verbal intelligence. Children who possess this type of intelligence enjoy activities like reading, writing, storytelling, and solving crossword puzzles (Abernathy, 1999). These children are particularly skilled in understanding the meaning and order of words, persuading others, and recognizing and utilizing language’s humorous aspects (Edwords, 1999). T.S. Eliot, for example, demonstrated this intelligence when he created a magazine called “Fireside” at the young age of ten. Within just three days, he produced eight complete issues filled with poems, adventure stories, humor, and a gossip column (Gardner, 1993).
Logical-mathematical intelligence is a compliment to verbal intelligence and encompasses abilities such as inductive and deductive reasoning, numbers and relationships, and patterns (Edwords, 1999). Children who possess this intelligence tend to have an interest in strategy games, patterns, and experiments (Abernathy, 1999). Individuals with this intelligence also demonstrate an exceptional ability to solve problems quickly. They are capable of managing multiple variables simultaneously and generating multiple hypotheses. Throughout this process, all hypotheses are promptly evaluated and either accepted or rejected (Gardner, 1993, p.20). This intelligence is often regarded as the archetype of “raw intelligence” or a problem-solving faculty that transcends different domains.
Before the introduction of advanced navigational systems, sailors relied on celestial navigation, observing the positions of the stars, studying weather patterns, and noting changes in water color. These seafarers possessed spatial intelligence, which allowed them to mentally visualize the locations of islands and landmasses as points of reference. Although unable to physically see these landmarks, they formed a mental image of their journey (Gardner, 1983; Gardner, 1999). Individuals with spatial intelligence think in images and pictures. Children who enjoy jigsaw puzzles or excel with three-dimensional toys like Legos™ or Tinker Toys™ display this aptitude (Abernathy, 1999). People gifted in this area have a natural talent for navigating unfamiliar spaces and demonstrating artistic skill in graphic representation. Students with this innate ability excel in geometry, trigonometry, and architecture because they can perceive relationships between objects in space and accurately interpret shapes from different perspectives.
It is evident that young children often exhibit signs of musical intelligence, as demonstrated by prodigies such as Yehudi Menuhin. Menuhin’s passion for music was sparked at the age of three when he witnessed a performance by the San Francisco Orchestra. He expressed his interest by requesting a violin as a birthday present and began performing internationally by the age of ten (Gardner, 1993). Children with musical intelligence possess an innate understanding and appreciation for music from an early age. They have a heightened sensitivity to sound and are attuned to nuances that may elude others. These children frequently engage in activities like drumming or singing to themselves. Additionally, they possess the ability to recognize tonal qualities and effortlessly reproduce melodies or rhythms, which are distinctive characteristics of those with musical intelligence (Abernathy, 1999; Edwords, 1999).
Many athletes demonstrate bodily-kinesthetic intelligence, which is a distinct aspect of the multiple intelligence theory (Gardner, 1999). Although it may not involve cognitive processes like other intelligences, there is a well-defined developmental sequence in young children for this type of intelligence. This developmental schedule classifies bodily-kinesthetic knowledge as a form of intelligence (Gardner, 1999). While it may take longer to manifest, individuals with this intelligence often excel in athletics, dance, or possess exceptional manual dexterity in crafts, woodworking, or sewing (Abernathy, 1999).
The two remaining intelligences are interrelated. Interpersonal intelligence involves the ability to perceive and comprehend the intentions, desires, and emotions of others. Anne Sullivan had this intelligence and used it to educate Helen Keller, who was blind and deaf ( Gardner, 1993 ). In a school environment, children with this intelligence often emerge as leaders among their peers and possess an understanding of others’ feelings and motivations ( Abernathy, 1999 ). They excel in group settings, utilizing their strong verbal and non-verbal communication skills ( Edwords, 1999 ).
The opposite of interpersonal intelligence is intrapersonal intelligence, which refers to “…The knowledge of the internal aspects of a person (one’s self)” (Gardner, 1993, p.24). Individuals possessing this intelligence have an understanding of themselves and their emotions. It relies on language as a form of evidence and support, including written, spoken, or sung expressions. Consequently, people with interpersonal intelligence often demonstrate a strong linguistic intelligence (Gardner, 1993). Children who possess this talent may exhibit shyness, heightened self-awareness, and rely on internal motivation instead of external influences.
Gardner has recently included another intelligence on his list. This new intelligence is related to cognitive abilities that have not been labeled as intelligences yet. Charles Darwin modeled this intelligence, called naturalist intelligence. It enables individuals to perceive, differentiate, and utilize various elements of the environment (Edwords, 1999). Similar to how most children acquire language skills at an early age, they also tend to explore the natural world. Nonetheless, some children possess exceptional abilities to recognize and identify objects and distinctions in nature. Many biologists’ autobiographical texts testify to their profound interest in plants and animals, alongside their desire to identify, categorize, and engage with them. The taxonomic systems used in various cultures to classify plants and animals fulfill the criteria for including naturalist intelligence as the eighth aspect of Gardner’s theory (Gardner, 1999).
After the introduction of naturalist intelligence, no new intelligences have been added to Gardner’s theory. One potential addition that was considered was spiritual intelligence. However, based on Gardner’s revised definition of intelligence from 1983, which states that intelligence is the “biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture (Gardner, 1999),” the intellectual abilities exhibited by figures like Buddha or Christ do not align with problem-solving or product creation that meets the criteria for an intelligence. As a result, Gardner decided not to include spiritual intelligence in his list of multiple intelligences (Gardner, 1999, Edwords, 1999).
Gardner is currently examining the final aspect, existential intelligence. This type of intelligence is possessed by individuals who understand the human condition, including the significance of life, the meaning of death, and experiences like love or immersion in art or literature. The development of this aspect of cognitive abilities dates back to the Stone Age, and there are distinct stages of sophistication associated with it. Early humans may have relied on grappling with existential issues as their main cognitive ability. Given these factors, existential intelligence has a higher likelihood of being recognized as an intelligence compared to spiritual intelligence, which Gardner has already disregarded (Gardner, 1999).
Howard Gardner’s Theory of Multiple Intelligences is widely accepted and greatly influences educational approaches for children. It offers valuable insights into comprehending individuals’ cognitive strengths and weaknesses. Additionally, it sparks ongoing debates about the essence of intelligence, ensuring that Gardner’s theory will continue to shape our perception of intelligence and cognitive capabilities in future times.
References:
Abernathy, M. 1999 Howard Gardner’s Seven Types of Intelligence (Link) (10/26/2000)
Edwords, A. 1999. Components of the Multiple Intelligences (Link) (10/27/2000)
Garner, H. 1983. Frames of Mind, The Theory of Multiple Intelligences. New York, Basic Books
Gardner, H. 1993. Multiple Intelligences; The Theory in Practice. New York, Basic Books
Gardner, H. 1999. Intelligence Reframed. New York, Basic Books
