EDU Inteligence

8/13/2019 EDU Inteligence

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Multiple Intelligences


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Multiple Intelligences

by Howard Gardner

What is it?

Impact on curriculum

Impact on instruction

Issues with M.I.


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What is intelligence?

According to Gardner, intelligence is

the capacity to solve problems or to fashion

products that are valued in one or morecultural settings (Gardner & Hatch, 1989)

all societies value different types of

intelligences (Gardner, 1983)


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Intelligence

The ability to coordinate your thoughts and actions in

relation to resolve authentic problems and make decisions

in everyday living

Intelligence is more than:1. Your performance in activities

2. Your accumulation of credits, degrees or diplomas

3. Your replication of certain techniques or movements

4. Your performance in competitions or tournaments


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Howard Gardner proposes that there is not a single

intelligence, but rather that there are nine, maybe more:

Linguistic intelligence

Logical/Mathematical intelligence

Visual/Spatial intelligenceMusical intelligence

Bodily-Kinesthetic intelligence

Interpersonal intelligenceIntrapersonal intelligence

Naturalist intelligence

Existential intelligence (Smith, 2002)


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Howard Gardner claims

we all possess all of these intelligences but invarying degrees of strength, skill and limitation

just as we all look different and have unique

personalities and temperaments, we alsohave different profiles of intelligences

no one kind of intelligence is better thananother

each intelligence has its own sphere ofexpertise

intelligences are independent of eachanother.


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Howard Gardners Multiple Intelligences



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Linguistic Intelligence

often called verbal/linguistic intelligence

having mastery of language

ability to manipulate language to expressoneself rhetorically or poetically

use language as a means to remember

information


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Logical/Mathematical Intelligence

ability to detect patterns, reason deductively

and think logically

often associated with scientific andmathematical thinking


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Visual/Spatial intelligence


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Visual / Spatial Intelligence

gives one the ability to manipulate and

create mental images in order to solve

problemsthis intelligence is not limited to visual

domains

Gardner notes that spatial intelligence isalso formed in blind children.


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Musical Intelligence

encompasses the capability to recognize and

compose musical pitches, tones, and

rhythmsauditory 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


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Bodily/Kinesthetic Intelligence

ability of ones one mental abilities to

coordinate ones own bodily movements

this intelligence challenges the popularbelief that mental and physical activity are

unrelated


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Interpersonal intelligence


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Interpersonal Intelligence

ability to recognize feelings, intentions and

motivations of others


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Intrapersonal intelligence


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Intrapersonal Intelligence

ability to understand ones own feelings and

motivations

ability to use that information to regulateones own life


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Intrapersonal intelligence

Naturalist intelligence


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Naturalist Intelligence

ability to recognize and categorize plants,

animals and other objects in nature


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Musical intelligence



Intrapersonal intelligenceNaturalist intelligence

Existential intelligence


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Existential Intelligence

sensitivity and capacity to tackle deep

questions about human existence (i.e., the

meaning of life? why do we die? how didwe get here?)


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Musical intelligence



Intrapersonal intelligenceNaturalist intelligence

Existential intelligence


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Howard Gardners Multiple Intelligences, still

being examined.

Spiritual intelligence

Moral intelligence


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Spiritual Intelligence

ability to grasp cosmic and transcendent truths

depends on affective characteristics

we have as yet no scientifically reliable way of

investigating such traits.precursor to existential intelligence


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Moral Intelligence

is a concern with those rules, behaviours andattitudes that govern the sanctity of lifein

particular, the sanctity of human life and, in many

cases, the sanctity of any other living creaturesand the world they inhabit (Gardner, 1999)

Gardner believes, that until we accept theexistence of a moral realm is it then possible to

speak of moral intelligenceif we speak of a moral code then Gardner cannotaccept the term moral intelligence


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Applications

Dr. Gardner says that our schools and culture focus most of

their attention on linguistic and logical-mathematicalintelligence, where some unique ways of thinking arentaddressed.

This often leads to kids being labeled as learning disabledorhyperactive when they may not be.

The theory of multiple intelligences proposes a majortransformation in the way our schools are run. It suggests thatteachers be trained to present their lessons in a wide variety ofways using music, cooperative learning, art activities, role

play, multimedia, field trips, inner reflection, and much more


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Multiple Intelligences Impact

on the Curriculum

Gardners theory states that all seven

intelligences are needed to functions in

society

implies that educators should recognizeand

teacher to a broader range of talents and

skills


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on the Curriculum

a deeper understanding of curriculum

material takes place when more

intelligences are incorporated

curriculum needs to facilitate the

interconnections between the intelligences


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on the Curriculum

providing opportunities for assessment of

studentsusing their stronger intelligences

gives an better idea of their knowledge of

the material

Student portfolios, independent projects,

student journals and assigning creative tasks

(Lazear, 1992)


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on the Instruction

teachers can demonstrate to students how

they can use their stronger intelligence in

understanding a subject which usually uses

their weaker intelligence

similar to the idea of teaching style and

learning style


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on the Instruction

allows educators to reflect on the

curriculum and their pedagogy to better

meet the needs of their students

material to be learnt in authentic

environments

utilise mentoring with experts in the area ofdevelopment


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on the Instruction

education needs to be embedded in all

aspects of society

educators need to instruct the same subjectin different ways to accommodate students

with different intelligence strengths


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Issues with M.I.

are musical and bodily-kinesthetic intelligences

more like talents

lack of empirical data to support Gardners work

development of tests to develop norms for them

lack of tests to measure specific intelligences

(Gilman, 2001)

time required to teach subject to activate orpromote differing intelligences


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Issues with M.I.

how do primarily urban children fare in the

naturalist intelligence

how many intelligences will there be


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References

Gardner, H. (1983). Frames of Mind. New York: Basic Books Inc.

Gardner, H. (1993).Frames of mind : the theory of multiple intelligences.NewYork, NY : BasicBooks. xxxii, 440 p.

Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school:Educational implications of the theory of multiple intelligences. Educational

Researcher, 18(8), 4-9.Gilman, L. (2001). The Theory of Multiple Intelligences. Retrieved April 13,2004, from Indiana University Web site:http://www.indiana.edu/~intell/mitheory.shtmlLazear, D.G. (1992). Teaching for multiple intelligences. Bloomington, IN :Phi Delta Kappa Educational Foundation. 46 p.

Smith, K. (2002). Howard Gardner and Multiple intelligences, theencyclopedia of informal education. Retrieved April 14, 2004, fromhttp://www.infed.org/thinkers/gardner.htm
http://www.infed.org/thinkers/gardner.htmhttp://www.infed.org/thinkers/gardner.htm

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