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Multiple Intelligence Pseudo

Science and Actual Scientific


Intelligence Theory

Dorothy Haraminac

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Dorothy Haraminac
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Printed: March 3, 2015


www.ck12.org Chapter 1. Multiple Intelligence Pseudo Science and Actual Scientific Intelligence Theory

C HAPTER
1
Multiple Intelligence
Pseudo Science and Actual Scientific
Intelligence Theory
The student will use his or her knowledge of self to determine roles in groups for each member to maximize effective
collaboration.
The resources section contains a Graphic Organizer to help students understand their multiple intelligences attached
to an article from New Scientist that illustrates actual scientific theory on intelligences. Gardners Theory of Multiple
Intelligence is rejected by communities of scientists including Psychology and Neuroscience as pseudoscience (it
sounds very scientific but lacks empirical evidence and lacks falsifiability (Jones, Paul Howard (2010), Introducing
Neuroeducational Research, Taylor Francis, ISBN 0415472008 , pg 10).
The resource graphic organizer uses the Connell Questionnaire to determine multiple intelligences and then color in
a pinwheel to visualize the learner as a whole person with varying degrees of strengths.
I strongly recommend the organizer ONLY be used in conjunction with the attached new science article on In-
telligence which details actual scientific intelligence theory instead of this pseudoscience theory of multiple in-
telligences. In any case, the psudoscience of Multiple Intelligences can help you understand that you are able to
achieve being "intelligent" through trying different methods of learning (i.e. lessons presented in different styles,
manipulating information from different "multiple intelligences" ways, etc.)
Wikipedia contains a nice attempt at reconciling Gardners pseudoscience of MI with actual science because so
much of education revolves around the pseudoscience of Gardner:
Musicalrhythmic and harmonic
This area has to do with sensitivity to sounds, rhythms, tones, and music. People with a high musical intelligence
normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and
compose music. They have sensitivity to rhythm, pitch, meter, tone, melody or timbre.
Visualspatial
This area deals with spatial judgment and the ability to visualize with the minds eye. Spatial ability is one of the
three factors beneath g in the hierarchical model of intelligence.
Verballinguistic
People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good
at reading, writing, telling stories and memorizing words along with dates.Verbal ability is one of the most g-loaded
abilities.This type of intelligence is measured with the Verbal IQ in WAIS-III.
Logicalmathematical
This area has to do with logic, abstractions, reasoning, numbers and critical thinking.This also has to do with having
the capacity to understand the underlying principles of some kind of causal system. Logical reasoning is closely
linked to fluid intelligence and to general intelligence (g factor).
Bodilykinesthetic
The core elements of the bodily-kinesthetic intelligence are control of ones bodily motions and the capacity to
handle objects skillfully. Gardner elaborates to say that this also includes a sense of timing, a clear sense of the goal
of a physical action, along with the ability to train responses.
People who have high bodily-kinesthetic intelligence should be generally good at physical activities such as sports,
dance, acting, and making things.
Gardner believes that careers that suit those with high bodily-kinesthetic intelligence include: athletes, dancers,
musicians, actors, builders, police officers, and soldiers. Although these careers can be duplicated through virtual
simulation, they will not produce the actual physical learning that is needed in this intelligence.

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Interpersonal
This area has to do with interaction with others. In theory, individuals who have high interpersonal intelligence
are characterized by their sensitivity to others moods, feelings, temperaments and motivations, and their ability to
cooperate in order to work as part of a group. According to Gardner in How Are Kids Smart: Multiple Intelligences
in the Classroom, "Inter- and Intra- personal intelligence is often misunderstood with being extroverted or liking
other people...Those with high interpersonal intelligence communicate effectively and empathize easily with others,
and may be either leaders or followers. They often enjoy discussion and debate.
Gardner believes that careers that suit those with high interpersonal intelligence include sales persons, politicians,
managers, teachers, counselors and social workers.
Intrapersonal
This area has to do with introspective and self-reflective capacities. This refers to having a deep understanding
of the self; what ones strengths/ weaknesses are, what makes one unique, being able to predict ones own reac-
tions/emotions.
Naturalistic
This area has to do with nurturing and relating information to ones natural surroundings. Examples include
classifying natural forms such as animal and plant species and rocks and mountain types. 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. This sort of ecological receptiveness is deeply rooted in a "sensitive, ethical, and holistic understanding" of
the world and its complexitiesincluding the role of humanity within the greater ecosphere.
(http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences contains citations for the above)