Theory of multiple intelligences
Introduced as a revolutionary psychological construct, it came to be severely criticized by psychologists for its lack of empirical evidence, its dependence on subjective judgement and its overall unscientific and speculative nature.
In 1983, the field of cognitive neuroscience was embryonic but Gardner was one of the early psychological theorists to describe direct links between brain systems and intelligence.
"[8] This definition is unique for several reasons that account for MI theory's broad appeal to educators as well as its rejection by mainstream psychologists who are rooted in the traditional conception of intelligence as an abstract, logical capacity.
[12]Unlike traditional practices beginning in the 19th century,[13] MI theory is not built on the statistical analyses of psychometric test data searching for factors that account for academic achievement.
In Frames of Mind and its sequels, Howard Gardner describes eight intelligences that can be expressed in everyday life in a variety of ways referred to as domains, skills, competencies, or talents.
[22] Visual-spatial intelligence can be expressed in both practical (e.g., drafting and building) or artistic (e.g., fine art, crafts, floral arrangements) ways.
Professions that emphasize skill with visual-spatial processing include carpentry, engineering, designers, pilots, firefighters, surgeons, commercial and fine arts and crafts.
Linguistic ability can be expressed according to Triarchic theory in three main ways: analytical-academic (reading, writing, definitions); practical (verbal or written directions, explanations, narration); and creative (story telling, poetry, lyrics, imaginative word play, science fiction).
Professions that require linguistic skills include teaching, sales, management, counselors, leaders, childcare, journalists, academics and politicians (debating and creating support for particular sets of values).
Logic-mathematical skills combine with all the other intelligences to facilitate complex problem solving and creation such as environmental engineering and scientists (naturalist); symphonies (music); public sculptures (visual-spatial) and choreography/ movement analysis (kinesthetic).
Gardner believes that careers that suit those with high bodily-kinesthetic intelligence include: athletes, dancers, musicians, actors, craftspeople, builders, technicians, and firefighters.
Often people with high physical intelligence combined with visual motion acuity will have excellent hand-eye coordination and be very agile; they are precise and accurate in movement (surgeons) and can express themselves using their body (actors and dancers).
Gardner referred to the idea of natural skill and innate kinesthetic intelligence within his discussion of the autobiographical story of Babe Ruth – a legendary baseball player who, at 15, felt that he had been 'born' on the pitcher's mound.
[27] The ability to control the physical body and the mind-body connection is part of a much broader range of human potential as set out in Gardner's theory of multiple intelligences.
Gardner referred to the idea of natural skill and innate physical intelligence within his discussion of the autobiographical story of Babe Ruth – a legendary baseball player who, at 15, felt that he has been 'born' on the pitcher's mound.
In MI theory, individuals who have high interpersonal intelligence are characterized by their sensitivity to others' moods, feelings, temperaments, motivations, and their ability to cooperate or to lead a group.
Gardner believes that careers that suit those with high interpersonal intelligence include leaders, politicians, managers, teachers, clergy, counselors, social workers and sales persons.
In theory, individuals who have high interpersonal intelligence are characterized by their sensitivity to others' moods, feelings, temperaments, motivations, and their ability to cooperate to work as part of a group.
Intrapersonal skills can be categorized in at least four areas: metacognition, awareness of thoughts, management of feelings and emotions, behavior, self-management, decision-making and judgment.
Leaders and people in high stress occupations need well developed intrapersonal skills, e.g., pilots, police and firefighters, entrepreneurs, middle managers, first responders and health care providers.
It seems to me that the individual who is readily able to recognize flora and fauna, to make other consequential distinctions in the natural world, and to use this ability productively (in hunting, in farming, in biological science) is exercising an important intelligence and one that is not adequately encompassed in the current list.
This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef.
[24] This sort of ecological receptiveness is deeply rooted in a "sensitive, ethical, and holistic understanding" of the world and its complexities – including the role of humanity within the greater ecosphere.
His work went on to shape educational pedagogy and influence relevant policy and legislation across the world; with particular reference to how teachers must assess students' progress to establish the most effective teaching methods for the individual learner.
[49] A key difference is that learning styles typically refer to sensory modalities, preferences, personality characteristics, attitudes, and interests while the multiple intelligences are cognitive abilities with defined levels of skill.
Gardner takes issue with this hierarchy because it lowers the importance of these “non-academic” intelligences and devalues their contribution to human thought, individual development and culture.
[8] In spite of its lack of general acceptance in the psychological community, Gardner's theory has been adopted by many schools, where it is often conflated with learning styles,[51] and hundreds of books have been written about its applications in education.
While traditional paper-and-pen examinations favor linguistic and logical skills, there is a need for intelligence-fair measures that value the distinct modalities of thinking and learning that uniquely define each intelligence.
[41] The Johnson O'Connor Research Foundation has tested hundreds of thousands of people[82] to determine their "aptitudes" ("intelligences"), such as manual dexterity, musical ability, spatial visualization, and memory for numbers.
[85] Linda Gottfredson (2006) has argued that thousands of studies support the importance of intelligence quotient (IQ) in predicting school and job performance, and numerous other life outcomes.
