Multiple
Intelligences:
Gardner's Theory
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Arguing that "reason, intelligence, logic,
knowledge are not synonymous...," Howard Gardner (1983) proposed a new
view of intelligence that is rapidly being incorporated in school
curricula. In his Theory of Multiple Intelligences, Gardner expanded the
concept of intelligence to also include such areas as music, spacial
relations, and interpersonal knowledge in addition to mathematical and
linguistic ability.
This digest discusses the origins of Gardner's Theory of Multiple
Intelligences, his definition of intelligence, the incorporation of the
Theory of Multiple Intelligences into the classroom, and its role in
alternative assessment practices.
Gardner defines intelligence as "the capacity to solve problems or to
fashion products that are valued in one or more cultural setting" (Gardner
& Hatch, 1989). Using biological as well as cultural research, he
formulated a list of seven intelligences. This new outlook on intelligence
differs greatly from the traditional view which usually recognizes only
two intelligences, verbal and computational. The seven intelligences
Gardner defines are:
Logical-Mathematical Intelligence--consists of the ability to detect
patterns, reason deductively and think logically. This intelligence is
most often associated with scientific and mathematical thinking.
Linguistic Intelligence--involves having a mastery of language. This
intelligence includes the ability to effectively manipulate language to
express oneself rhetorically or poetically. It also allows one to use
language as a means to remember information.
Spatial Intelligence--gives one the ability to manipulate and create
mental images in order to solve problems. This intelligence is not limited
to visual domains--Gardner notes that spatial intelligence is also formed
in blind children.
Musical Intelligence--encompasses the capability to recognize and
compose musical pitches, tones, and rhythms. (Auditory functions are
required for a person to develop this intelligence in relation to pitch
and tone, but it is not needed for the knowledge of rhythm.)
Bodily-Kinesthetic Intelligence--is the ability to use one's mental
abilities to coordinate one's own bodily movements. This intelligence
challenges the popular belief that mental and physical activity are
unrelated.
The Personal Intelligences--includes interpersonal feelings and
intentions of others--and intrapersonal intelligence--the ability to
understand one's own feelings and motivations. These two intelligences are
separate from each other. Nevertheless, because of their close association
in most cultures, they are often linked together.
Although the intelligences are anatomically separated from each other,
Gardner claims that the seven intelligences very rarely operate
independently. Rather, the intelligences are used concurrently and
typically complement each other as individuals develop skills or solve
problems. For example, a dancer can excel in his art only if he has 1)
strong musical intelligence to understand the rhythm and variations of the
music, 2) interpersonal intelligence to understand how he can inspire or
emotionally move his audience through his movements, as well as 3)
bodily-kinesthetic intelligence to provide him with the agility and
coordination to complete the movements successfully.
Gardner argues that there is both a biological and cultural basis for
the multiple intelligences. Neurobiological research indicates that
learning is an outcome of the modifications in the synaptic connections
between cells. Primary elements of different types of learning are found
in particular areas of the brain where corresponding transformations have
occurred. Thus, various types of learning results in synaptic connections
in different areas of the brain. For example, injury to the Broca's area
of the brain will result in the loss of one's ability to verbally
communicate using proper syntax. Nevertheless,this injury will not remove
the patient's understanding of correct grammar and word usage.
In addition to biology, Gardner (1983) argues that culture also plays a
large role in the development of the intelligences. All societies value
different types of intelligences. The cultural value placed upon the
ability to perform certain tasks provides the motivation to become skilled
in those areas. Thus, while particular intelligences might be highly
evolved in many people of one culture, those same intelligences might not
be as developed in the individuals of another.
Accepting Gardner's Theory of Multiple Intelligences has several
implications for teachers in terms of classroom instruction. The theory
states that all seven intelligences are needed to productively function in
society. Teachers, therefore, should think of all intelligences as equally
important. This is in great contrast to traditional education systems
which typically place a strong emphasis on the development and use of
verbal and mathematical intelligences. Thus, the Theory of Multiple
Intelligences implies that educators should recognize and teach to a
broader range of talents and skills.
Another implication is that teachers should structure the presentation
of material in a style which engages most or all of the intelligences. For
example, when teaching about the revolutionary war, a teacher can show
students battle maps, play revolutionary war songs, organize a role play
of the signing of the Declaration of Independence, and have the students
read a novel about life during that period. This kind of presentation not
only excites students about learning, but it also allows a teacher to
reinforce the same material in a variety of ways. By activating a wide
assortment of intelligences, teaching in this manner can facilitate a
deeper understanding of the subject material.
Everyone is born possessing the seven intelligences. Nevertheless, all
students will come into the classroom with different sets of developed
intelligences. This means that each child will have his own unique set of
intellectual strengths and weaknesses. These sets determine how easy (or
difficult) it is for a student to learn information when it is presented
in a particular manner. This is commonly referred to as a learning style.
Many learning styles can be found within one classroom. Therefore, it is
impossible, as well as impractical, for a teacher to accommodate every
lesson to all of the learning styles found within the classroom.
Nevertheless the teacher can show students how to use their more developed
intelligences to assist in the understanding of a subject which normally
employs their weaker intelligences (Lazear, 1992). For example, the
teacher can suggest that an especially musically intelligent child learn
about the revolutionary war by making up a song about what happened.
As the education system has stressed the importance of developing
mathematical and linguistic intelligences, it often bases student success
only on the measured skills in those two intelligences. Supporters of
Gardner's Theory of Multiple Intelligences believe that this emphasis is
unfair. Children whose musical intelligences are highly developed, for
example, may be overlooked for gifted programs or may be placed in a
special education class because they do not have the required math or
language scores. Teachers must seek to assess their students' learning in
ways which will give an accurate overview of the their strengths and
weaknesses.
As children do not learn in the same way, they cannot be assessed in a
uniform fashion. Therefore, it is important that a teacher create an
"intelligence profiles" for each student. Knowing how each student learns
will allow the teacher to properly assess the child's progress (Lazear,
1992). This individualized evaluation practice will allow a teacher to
make more informed decisions on what to teach and how to present
information.
Traditional tests (e.g., multiple choice, short answer, essay...)
require students to show their knowledge in a predetermined manner.
Supporters of Gardner's theory claim that a better approach to assessment
is to allow students to explain the material in their own ways using the
different intelligences. Preferred assessment methods include student
portfolios, independent projects, student journals, and assigning creative
tasks. An excellent source for a more in-depth discussion on these
different evaluation practices is Lazear (1992).
Schools have often sought to help students develop a sense of
accomplishment and self-confidence. Gardner's Theory of Multiple
Intelligences provides a theoretical foundation for recognizing the
different abilities and talents of students. This theory acknowledges that
while all students may not be verbally or mathematically gifted, children
may have an expertise in other areas, such as music, spatial relations, or
interpersonal knowledge. Approaching and assessing learning in this manner
allows a wider range of students to successfully participate in classroom
learning.
Blythe, T., & Gardner H. (1990). A school for all Intelligences.
Educational Leadership. 47(7), 33-37.
Fogarty, R., & Stoehr, J. (1995). Integrating curricula with multiple
intelligences. Teams, themes, and threads. K-college. Palatine, IL: IRI
Skylight Publishing Inc. (ED 383 435)
Gardner, H. (1983). Frames of Mind. New York: Basic Books Inc.
Gardner, H. (1991) The unschooled mind: how children think and how
schools should teach. New York: Basic Books Inc.
Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school:
Educational implications of the theory of multiple intelligences.
Educational Researcher, 18(8), 4-9.
Kornhaber, M., & Gardner, H. (1993, March). Varieties of excellence:
identifying and assessing children's talents. A series on authentic
assessment and accountability. New York: Columbia University, Teachers
College, National Center for Restructuring Education, Schools, and
Teaching. (ED 363 396)
Lazear, David. (1991). Seven ways of teaching: The artistry of teaching
with multiple intelligences. Palatine, IL: IRI Skylight Publishing Inc.
(ED 382 374) (highly recommended)
Lazear, David (1992). Teaching for Multiple Intelligences. Fastback 342
Bloomington, IN: Phi Delta Kappan Educational Foundation. (ED 356 227)
(highly recommended)
Martin, W.C. (1995, March). Assessing multiple intelligences. Paper
presented at the meeting of the International Conference on Educational
Assessment, Ponce, PR. (ED 385 368)
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This publication was prepared with funding from the Office of
Educational Research and Improvement, U.S. Department of Education, under
contract RR93002002. The opinions expressed in this report do not
necessarily reflect the positions or policies of OERI or the U.S.
Department of Education. Permission is granted to copy and distribute this
ERIC/AE Digest.
Title: Multiple Intelligences: Gardner's Theory. ERIC Digest.
Document Type: Information Analyses---ERIC Information Analysis
Products (IAPs) (071); Information Analyses---ERIC Digests (Selected) in
Full Text (073);
Available From: ERIC Clearinghouse on Assessment and Evaluation,
210 O'Boyle Hall, The Catholic University of America, Washington, DC
20064; toll free telephone: 800-464-3742.
Descriptors: Biology, Cognitive Style, Culture, Educational
Assessment, Intelligence, Intelligence Tests, Interpersonal Relationship,
Kinesthetic Perception, Linguistics, Mathematical Aptitude, Multiple
Intelligences, Music, Performance Based Assessment, Problem Solving,
Spatial Ability, Teaching Methods, Theories
Identifiers: Alternative Assessment, ERIC Digests, Gardner (Howard)
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