Multiple intelligences

The first intelligence test was developed in France by Alfred Binet early in the 20century. By the 1920s and 1930, intelligence tests and their product, an individual's IQ (Intelligence Quotient), had become widely used in many societies around the world. Tests of this type, however, have now fallen into disrepute. All they test is linguistic and logical-mathematical intelligence and this traditional definition of intelligence is now regarded as too narrow. We now know that 75% of teachers are sequential, analytical presenters but 70% of students do not actually learn this way. A number of investigators now believe that the mind consists of several independent modules or intelligences. The educational psychologist most responsible for this change of attitude is Howard Gardner, professor of education at Harvard University in the United States and the creator of the Multiple intelligence theory.

Multiple Intelligence theory, according to Gardner, is an endorsement of three key propositions: we are not all the same, we do not all have the same kinds of minds, and education works most effectively if these differences are taken into account. Gardner argues that there are at least eight kinds of intelligence that are important to fuller human development and that are available for almost everyone to develop. These intelligence are:

1. Linguistic intelligence
2. Logical-mathematical intelligence
3. Musical intelligence
4. Spatial intelligence
5. Bodily-kinesthetic intelligence
6. Interpersonal intelligence
7. Intrapersonal intelligence
8. Naturalist intelligence

Gardner also speculates on the possibility of there being both a spiritual intelligence and an existential intelligence but comes to no definite conclusions.

Following are some characteristics of the different intelligences, along with ways to exercise and develop them:

Linguistic intelligence :
Involves reading, writing, speaking, and conversing in one’s own or foreign languages. It may be exercised through reading interesting books, listening to recordings, using various kinds of computer technology, and actively participating in discussion.

Logical-mathematical intelligence :

Involves number and computing skills, developing an awareness of patterns, and the ability to solve different kinds of problems through logic. It may be exercised through playing number and logic games, and solving various kinds of puzzles.

Musical intelligence :
Involves understanding and expressing oneself through music and rhythmic movements or dance. It may be exercised through exposure to a variety of recordings, engaging in rhythmic activities, and singing, dancing, or playing various instruments.

Spatial intelligence :
Involves the ability to create and manipulate mental images, and the orientation of the body in space. It may be developed through sharpening observation skills, solving mazes and other spatial tasks, and using imagery and active imagination.

Bodily-kinesthetic intelligence:
Involves understanding how to communicate with and understand other people and how to work collaboratively. It may be exercised through cooperative games, group projects and discussions, and dramatic activities or role-playing.

Intrapersonal intelligence:
Involves comprehending our emotions, and growing in the ability to control and work with them consciously. It may be exercised through participating in independent projects, journal-writing, and finding quiet places for reflection.

Applying Multiple Intelligence theory to the classroom

Gardner proposes that the eight intelligences he has identified are independent, in that they develop at different times and to different degrees in different individuals. They are, however, closely related, and many teachers and parents are finding that when an individual develops proficiency in one area, the whole constellation of intelligences may be enhanced.

Gardner refers to intelligences as potentials that will or will not be activated, depending upon the values of a particular society, and the personal decisions made by individuals and / or their families. A student who believes that intelligence can be developed is likely to be persistent and adventurous. However, learner who thinks they have no control over their ability level is more likely to get upset when faced with failure, as it can only be constructed as evidence of inadequate ability. The fluid theory of intelligence advocated by Gardner encourages students to stretch themselves.

Does the fact that we each have a unique profile mean that teachers should plan individual lessons for every student in the class to talk this into account? Clearly, this would be impractical and the solution lies in including classroom activities designed to appeal to each of the intelligence types.

Gardner suggests that the challenge of the coming decades is to stop treating everyone in a uniform way. He proposes individually configured education-an education that takes individual differences seriously and creates practices that serve different kinds of minds equally well.