Howard Gardner And The Theory Of Multiple Intelligences
For decades, people believed that intelligence was a single mental function that determined our ability to solve problems, especially in logical mathematics. But about three decades ago, Howard Gardner questioned this idea. His alternative to this global concept of intelligence was the theory of multiple intelligences.
It’s basically about Gardner realizing that humans did not have a global intelligence that applied to all aspects of their lives. In fact, there were different kinds of intelligences that he called multiple intelligences. So the latest psychological theories about intelligence have abandoned the traditional and probably unfair concept of intelligence.
As we said above, it was not long ago that the logical-mathematical and linguistic parts of intelligence were measured and developed. But the theory of multiple intelligences sees cognitive competence as a group of skills, talents and mental abilities called “intelligences”. In addition, we have all these skills, mental abilities and talents to some extent.
Academic excellence is not everything
Gardner defines intelligence as “the ability to solve problems or to create products that are valued within one or more cultural settings.” First and foremost, he expands the playing field for what intelligence is and recognizes what people have always intuitively felt.
And it is that some types of intelligences are related to academic success, but there are others that are equally important but not related to it. At least not entirely, and not in the way intelligence has traditionally been measured.
The academic factor is usually not the best indicator of how far a person will go. There are people who get high scores on traditional intelligence tests but who have no knowledge at all when it comes to relationships.
To be successful in business or sports requires intelligence. But we use a different type of intelligence in each area. Neither better nor worse, just different. To put it another way, Einstein is no more or less intelligent than Michael Jordan. Instead, it’s just that his intelligences fit into different areas.
In fact, what this theory of multiple intelligences advocates is that we adapt our teaching methods to each person’s type of intelligence. The adaptation will thus reduce the costs of education (time, resources, energy.)
Intelligence is a skill that you can develop
Gardner defines intelligence as an ability. It was not long ago that humans saw intelligence as innate and unchanging. You were either born intelligent or you were not, and education could do nothing to change that. As a result of this thought, mentally deficient people were not educated because it was considered meaningless.
Defining intelligence as a skill means that it is an ability you can develop. However, Gardner does not deny the genetic component. Instead, he claims that these “opportunities” will develop depending on the human environment, experience, education, etc.
No elite athlete will reach the top without training, no matter how good their natural abilities may be. We can say the same thing about mathematicians, poets or emotionally intelligent people.
That is why, according to Howard Gardner’s model for multiple intelligences , we have the opportunity to develop our intelligence, supported by our abilities and our motivation.
Logical-mathematical intelligence
Gardner defines this intelligence as the ability to understand abstract relationships. We use it to solve problems in logic and mathematics. This is in line with the logical way of thinking and with what our culture has always seen as the only type of true intelligence (Morchio, 2004: 4).
According to Gardner (1999a), this intelligence is about:
- The ability to ball with numbers effectively
- Analyze problems logically
- Investigate problems scientifically
These people like to:
- Solve mysteries
- Work with numbers and complex calculations
- Count
- Organize information into tables
- Make computers
- Do brain exercise
- Play computer games
They can also estimate, calculate and remember numbers and statistics well (Armstrong, 2003). This is the highest intelligence of mathematicians, scientists, engineers and logicians (Gardner, 1999a).
Verbal-linguistic intelligence
This is the most recognized intelligence in foreign language learning and teaching. The reason is that it is about reading, writing, listening and speaking (Morchio, 2004).
This intelligence means that you have a special sensitivity to spoken and written language and the ability to use language in many different areas. It is about being skilled at using syntax, phonetics, semantics and pragmatic language (rhetoric, mnemonics, explanation and meta-language) (Morchio, 2004: 4).
People with this type of intelligence look very natural when they explain, teach or convince. Why? Well, because they use language very accurately. According to Armstrong (2003), they like to:
- Read
- Tell stories or jokes
- Watch movies
- Write a diary
- Create art
- Write poems
- Learn foreign languages
- Play word games
- Research
Thus, this intelligence is found in lawyers, writers, poets, teachers, comedians and speakers (Gardner, 1999a).
Musical-rhythmic intelligence
This intelligence includes “the ability to experience musical forms” (Guzmán & Castro, 2005: 185). This means that you can easily compose, interpret, transform and evaluate all types of music and sound (Gardner, 1999a).
These people have a “sensitivity to rhythm, cadence, tone and timbre, and sounds from nature and the environment” (Guzmán & Castro, 2005: 185). According to Armstrong (2003), these people like to:
- Sing
- Listen to music
- Play instruments
- Go to concerts
- Create music
- Humming while they study
This type of intelligence is found in music lovers, composers, singers, sound engineers, musicians, music teachers and more (Guzmán & Castro, 2005).
Visual-spatial intelligence
Visual-spatial intelligence includes the ability to shape and imagine 2D and 3D images (Armstrong, 2000a). It also involves the ability to understand, manipulate and modify the design of both large and small spaces (Gardner, 1999a).
People whose highest intelligence is visual-spatial have a very easy time remembering pictures and objects rather than words. They notice car models, bicycles, clothes and hair (Armstrong, 2003).
These people like to:
- Draw
- Daub
- Paint
- Play computer games
- Make models
- Read maps
- Study optical illusions and labyrinths
This intelligence is found in architects, pilots, sailors, chess players, surgeons and artists. It is also found in painters, graphic designers and sculptors (Gardner, 1999a).
Physical-kinesthetic intelligence
This intelligence consists of the ability to use your body (or parts of your body) to express ideas, learn, solve problems, perform activities or create products (Gardner, 1999; Morchio, 2004).
They are types of people who quickly and easily learn physical skills. They love to exercise and play sports. To put it another way, their favorite school lesson is sports (Armstrong, 2003).
They can dance gracefully, act and imitate the expression and behavior of others (Armstrong, 2003). These people think while moving and learn better when they are moving (Armstrong, 2003).
This is the type of intelligence that is usually very high in athletes, ballet dancers, actors, surgeons, craftsmen, inventors, mechanics or people with other technical professions (Gardner, 1999).
Interpersonal intelligence
This intelligence means the ability to focus on things that are important to other people. It means remembering other people’s interests, motivations, worldview, personal history and intentions. It often involves the ability to anticipate people’s decisions, feelings, and actions (Armstrong, 2003; Gardner 1993a; 2006).
People who have a naturally high interpersonal intelligence like to converse, learn in groups or couples and work or do things with other people (Armstrong, 2003). They spend a lot of time helping people and often sign up as volunteers for important purposes (Armstrong, 2003). In addition, they are good at resolving conflicts between people (Guzmán & Castro, 2005: 187).
They are good communicators because they use both verbal and bodily language. They have many friends, feel true compassion for others and know how to motivate them (Armstrong, 2003). Therefore, this intelligence is highest among teachers, therapists, counselors, politicians, salespeople, and religious leaders (Gardner, 2006).
Naturalistic intelligence
Naturalistic intelligence is defined as a sensitivity to natural forms and the geological properties of the earth. It means the ability to distinguish and classify details and elements in an urban, suburban or rural environment (Morchio, 2004).
According to Armstrong (2003), these people like to:
- Camp
- Go hiking
- Take care of pets
- Learn and categorize the names of people, animals, plants and the objects around them
This intelligence is most important in cultures that depend on hunting, fishing and harvesting. This intelligence is found in natural and social scientists, poets and artists. They can generally select details and use and develop their skills in their work (Gardner, 1999a).
Existential intelligence
You can have an existential intelligence, or the “big question” intelligence. But Gardner (2006) has not confirmed whether this is a true intelligence or not. It meets almost all criteria, except one. There is no evidence that any particular parts of the brain work on philosophical existential issues.
Central to this intelligence is the tendency to think about questions and seek transcendental answers. These people think about things like: Why is there life? Why is there death? Why is there war? What will happen in the future? What is love? (Gardner, 2006).
Spiritual intelligence is also part of existential intelligence. While not considered an intelligence in itself, it was spiritual people with an interest in religious issues who inspired Gardner to research existential intelligence.
It is a fact that there are people who are more skilled than others at meditation. These people tend to have more spiritual and mental experience (Gardner, 1999a).
In summary, Gardner’s theory of multiple intelligences was a total revolution. It broadens the spectrum of the number of people we can call intelligent. Therefore, this opens a fascinating path and encourages us to think of something new. That everyone has their own unique “opportunities” and can succeed in life if they identify and develop them.
The theory of multiple intelligences views man positively. It seems more realistic than the traditional concept of intelligence.
Bibliography
Gardner, H. (1995). Frames of Mind: The Theory of Multiple Intelligences. Fontana Press.
Lazear, D. (1991a). Seven ways of knowing: Teaching for multiple intelligences (2a ed.). Palatine, IL: Skylight Publishing.
