According to Dr. Howard Gardner, author of Frames of Mind, there are seven types of intelligences that are innate to everybody with varying degrees. The concept of multiple intelligences differs from traditional views of intelligence. These traditional views are as follows:
- Intelligence can be measured by short-answer tests
- People are born with a fixed amount of intelligence
- Intelligence level doesn’t change over a lifetime
- Intelligence consists of ability in logic and language
And traditional educational approaches based on the above are:
- Teachers teach the same material to everybody
- Teachers teach a topic or a “subject”
How are multiple intelligences different from these views and how do they affect educational approaches?
Multiple Intelligences: The Seven Intelligences
Dr. Gardner outlines the seven intelligences in his classic work Frames of Mind. These intelligences, called multiple intelligences, are:
- Linguistic intelligence – “word smart”, so to speak.
- Logical-mathematical intelligence – the ability to detect patterns, reason deductively and think logically
- Musical intelligence – skills in the performance, composition and appreciation of musical patterns
- Bodily-kinesthetic intelligence – problem-solving skills through bodily expression
- Spatial intelligence – the ability to recognize and use the patterns of wide and limited space.
- Interpersonal intelligence – the capacity to understand intentions and emotions of others, and to work effectively with people.
- Intrapersonal intelligence – the capacity to understand oneself, one’s own emotions, and to be self-aware.
Contrary to the traditional views of intelligence, these intelligences cannot be assessed by short-answer tests simply. They are systematically more complicated, are fluid instead of fixed, can be developed over a lifetime through trainings or experiences, and affect more areas of the human ability.
Benefits of the Theory of Multiple Intelligences in Education
By incorporating the concept of multiple intelligences into education, students learn how they are intelligent, instead of if they are intelligent. By employing the concept of multiple intelligences in education, teachers attend to students’ unique strengths and weaknesses. Therefore there is less chance that they feel left out, not to mention they help students learn better.
By fostering students’ strengths and improving their weaknesses, they become members of the society who can better function. This in turn helps them acquire a better understanding of who they are, along with balanced self-esteem.
Critique of the Theory of Multiple Intelligences: The g Factor
One critique often raised, is theory of multiple intelligences is not empirical and impractical to introduce to the classroom. To assess each of the seven intelligences, there needs to be seven different assessment tests, which conflicts with the theory of “the g factor.”
The g factor, or Spearman’s g, is an overarching single intelligence, first discovered by mental testers. They found that people who scored well on one mental test did well on other mental tests as well. The g factor is a commonly assessed test (linguistic, logical-mathematical, spatial, etc.) for disproving the need to assess the seven different intelligences through seven different tests.
Since multiple intelligences are difficult to assess accurately, it is also difficult and impractical to introduce it to the classroom.
Suggestion to Parents
Students who are taught in school based on the traditional views of intelligences may feel discouraged by their teachers’ attitude or lack of understanding of their uniqueness. This includes both their strengths and weaknesses. Parents can remind their children that a weakness doesn’t make them inferior to anybody. It is arguable whether the theory of multiple intelligences or the theory of the g factor have more validity, parents can utilize both because they both have their own merits.
Sources
Concept to Classroom: Tapping into Multiple Intelligences, retrieved on November 4, 2011
Infoed: Howard Gardner, Multiple Intelligences and Education, retrieved on November 4, 2011
Gilman, Lynn, “The Theory of Multiple Intelligences”, retrieved on November 4, 2011
Association for Supervision and Curriculum Development, "MI Theory and Its Critiques," retrieved on November 5, 2011
Mariko Siegert - Striving for accuracy and excellence. Got feedback? Please email: marikosiegert@gmail.com.
Join the Conversation