Howard Gardner, who was born in 1943 in Scranton, PA, has become a well-known theorist in today’s society (Multiple Intelligences, 2002). During his upbringing, he excelled academically and had a strong passion for playing the piano. He firmly believes that music has always played a significant role in his life. As both a developmental psychologist and neuropsychologist, Gardner conducted research that led to the creation of the Theory of Multiple Intelligences (Howard Gardner, 2008). With twenty books translated into twenty-six languages and numerous articles published, Howard Gardner’s work on multiple intelligences has had a profound impact on education (Multiple Intelligences, 2002). “Understanding our own capabilities and identity is an essential aspect of knowledge…”
According to Howard (Multiple Intelligences, 2002, p.1), he challenges the notion that intelligence is a singular entity and determined by one factor or measured solely by IQ tests. He also questions Piaget’s work, presenting evidence that suggests children can be at different interconnected stages simultaneously (Multiple Intelligences, 2002). As Gardner further studied the mind, he reevaluated Piaget’s theories and found them too limited in explaining how the human mind functions. Gardner disagreed with the idea that there is only one form of cognition applicable to all human thinking. He believed theories like Piaget’s were incomplete in explaining all aspects of the human mind and how experiences and society influence intelligence. These gaps motivated him to develop his own theory called the Theory of Multiple Intelligences (Paik, N.D.).
Gardner’s theory of multiple intelligences is supported by other theorists such as Spearman, Cattell, Horn, and Carroll, who also believe that individuals differ in intelligence and abilities (Woolfolk, 2007). Stenberg’s triarchic theory of successful intelligence aligns with Gardner’s theory and emphasizes that intelligence should be measured in various ways and takes into account experiential, cultural, and motivational factors (Woolfolk, 2007). Gardner originally proposed seven intelligences in his book “Frames of Mind: The Theory of Multiple Intelligences” in 1983, but later added an eighth and possibly ninth intelligence. These separate abilities can be utilized for learning and problem-solving and can be applied in the classroom through various behaviors (Woolfolk, 2007).Linguistic intelligence is the ability to effectively use language to convey thoughts and comprehend others. It involves a sensitivity towards word meaning and organization.
According to Ormrod (2006), various types of intelligence and their related behaviors can be observed in a classroom. Linguistic intelligence can be nurtured by engaging in activities such as making persuasive arguments and writing poetry, which involve utilizing language to express opinions or emotions. Logical-mathematical intelligence involves comprehending causal systems and manipulating numbers, quantities, and operations. Students can demonstrate this intelligence by solving math problems quickly under timed conditions, providing mathematical proofs that require critical thinking and reasoning skills, or formulating and testing hypotheses through the scientific method (Ormrod, 2006,p. 145). Musical intelligence refers to the capacity to comprehend, create, and think in music.
People who possess musical intelligence have the capacity to hear, recognize, and manipulate patterns in music. In a classroom setting, this intelligence can be applied through learning to play an instrument, composing music, and understanding the fundamentals and structure of music (Ormrod, 2006, p.145).
Bodily or kinesthetic intelligence refers to the ability to use the entire body or specific body parts for problem-solving, creation, or engagement in various activities. Individuals with this type of intelligence can effectively express themselves and achieve goals through physical movements such as dancing, playing sports like basketball, or participating in instructed physical activities (Ormrod, 2006,p.145).
Spatial intelligence involves thinking in pictures and accurately perceiving the visual world. It also includes mentally recreating or representing spatial information on paper. Engaging in activities that involve mentally drawing images or comparing similar objects helps develop spatial intelligence (Guigon, 1998; Ormrod, 2006,p.145).Visual learners are commonly linked to spatial intelligence, while interpersonal and intrapersonal intelligences both involve comprehending personal thoughts and behaviors, as well as the thoughts and behaviors of others. Interpersonal intelligence entails observing and interpreting behaviors in oneself and others, specifically understanding emotions, desires, and motivations. This ability allows individuals to interpret someone’s mood and influence their actions. Conversely, intrapersonal intelligence concentrates on self-reflection and managing one’s own thoughts and behaviors.
The first intelligence, known as intrapersonal intelligence, is the understanding of one’s own emotions, including self-awareness, self-abilities, desires, and reactions to stimuli (Guigon, 1998). To enhance students’ social interactions and identify their motivation, it is vital to encourage them to acquire self-knowledge (Ormrod, 2006, p.145). Another type of intelligence called naturalist intelligence involves sensitivity towards nature and the environment. It also includes the ability to differentiate between living organisms such as plants and animals (Guigon, 1998). Developing this intelligence can be accomplished through identification, classification, and real-life participation. For example, learning about plant and animal species followed by a visit to a nature park (p. 145) would promote its growth. A potential ninth form of intelligence is existential intelligence which involves contemplating life’s existential questions regarding death and ultimate realities (Guigon , 1998).
To effectively target these eight or possibly nine intelligences multimedia can be employed. Educational systems have often emphasized a specific type of intellect that focuses on language skills and logical reasoning while selecting academically successful individuals (Gardner & Veenema , 1996 , p .70).
According to Gardner and Veenema (1996, p. 70), it doesn’t make sense to treat all students in the same way because research shows that they learn differently. Technology can assist in this process by allowing students to demonstrate their understanding using media and representations that make sense to them (Garnder and Veenema, 1996, p. 72). While textbooks provide facts, they are often limited in terms of creativity and expression. They are straightforward and offer little room for interpretation. Veenema and Gardner (1996) give the example of a civil war battle, where textbooks provide a simplified version, leaving out many aspects. Technology, particularly through interactive software like CD-ROMs, aims to address misconceptions and stereotypical thinking resulting from such representations. By addressing students’ needs, if utilized wisely, technology can continue to enhance learning effectiveness.
Pros and Cons of Using the Multiple Intelligence Theory
The opinions of teachers on the application of the Multiple Intelligence Theory in the classroom vary. Some believe it is effective, while others do not. Some have experimented with it and seen its efficacy, while others initially dismissed it without giving it a chance. The perspectives expressed here represent different viewpoints regarding the use of the multiple intelligence theory in the classroom.
Certain teachers who embrace the theory see it as a valuable approach to providing students with opportunities to learn and develop across different facets of intelligence. They appreciate how it allows students to excel in all areas, rather than just their strengths (Theory of multiple intelligences, 2008). Others also value how it promotes a positive outlook on students’ potential and inspires teachers to use diverse teaching methods that incorporate multiple intelligences to help students.
The focus of these lessons is on the diverse abilities of students, aiming to enhance their understanding. According to Ormrod (2006), this theory benefits students by encouraging them to think about a specific topic from various perspectives, improving their thinking process. Moreover, it is believed that students are more engaged and enjoy learning when the lesson is taught in a way they understand and find enjoyable. The theory considers students’ strengths and weaknesses in different areas. Some teachers find this approach helpful as it allows for personalized education that meets each student’s unique needs (Theory of Multiple Intelligences, 2008). By identifying the intelligences in which each student excels or struggles, teachers can tailor lessons accordingly. Others appreciate how this theory enables teachers to combine multiple intelligences, expanding students’ abilities in each area. Overall, the use of intelligence theory assists teachers in working with students who have diverse abilities (Ormrod, 2006).
Teachers have mixed opinions about the theory of multiple intelligences. While some believe it is beneficial, others think it would not be effective in a classroom setting. Opponents argue that using this theory could narrow gifted and talented programs, as it treats students equally but in different ways. Critics claim it is unfair to say that students excel in one intelligence but not others. They also worry that teachers may allow students to focus only on their strengths and neglect areas of struggle. Some disagree with Gardner’s use of the term “intelligence” and prefer “ability” instead. They believe intelligence should include more than just cognitive and mental abilities, considering the definition too narrow. The term “intelligence” poses several issues within this theory.
