Arriesgado College Foundation Incorporated

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Multiple Intelligences

Harvard developmental psychologist Howard Gardner

Submitted to:

Henry Haranay

Submitted by:

Bomind Soltes

Adonis Racoma

Denver Paul Pequiro

Table of Contents

Introduction................................................................................................................................................3
Review of Related Reviews.................................................................................................................5
Conclusion.............................................................................................................................................8
References................................................................................................................................................9

2
 Introduction

Multiple intelligences is a theory first posited by Harvard developmental

psychologist Howard Gardner in 1983 that suggests human intelligence can be

differentiated into eight modalities: visual-spatial, verbal-linguistic, musical-rhythmic,

logical-mathematical, interpersonal, intrapersonal, naturalistic and bodily-kinesthetic.

Eschewing previously narrow, preconceived notions of learning capabilities (for

example, the concept of a single IQ), the idea behind the theory of multiple intelligences

is that people learn in a variety of different ways.

Multiple intelligences refer to a theory describing the different ways students

learn and acquire information. These multiple intelligences range from the use of words,

numbers, pictures and music, to the importance of social interactions, introspection,

physical movement and being in tune with nature. Accordingly, an understanding of

which type(s) of intelligence a student may possess can help teachers adjust learning

styles, and suggest certain career paths for learners.

This theory suggests that traditional psychometric views of intelligence are too

limited. Gardner first outlined his theory in his 1983 book "Frames of Mind: The Theory

of Multiple Intelligences," where he suggested that all people have different kinds of

"intelligences." Gardner proposed that there are eight intelligences, and has suggested

the possible addition of a ninth known as "existentialist intelligence.

3
 In order to capture the full range of abilities and talents that people possess,

Gardner theorizes that people do not have just an intellectual capacity, but have many

kinds of intelligence, including musical, interpersonal, spatial-visual, and

linguistic intelligences.

While a person might be particularly strong in a specific area, such as musical

intelligence, he or she most likely possesses a range of abilities. For example, an

individual might be strong in verbal, musical, and naturalistic intelligence.

4
 Review of Related Reviews

Gardner (1983) has proposed that intelligence is not unitary but rather comprises

eight Multiple Intelligences: Bodily-Kinesthetic, Interpersonal, Intrapersonal, Verbal-

Linguistic, Logical-Mathematical Intelligence, Spatial, Musical and Naturalistic

Intelligences. Each of these Intelligences is a distinct module in the brain and operates

more or less independently on others.

Armstrong (1987) described about the Multiple Intelligences and suggested ways

of helping children to learn more intelligently. He focused the parents and suggested the

various techniques and methods to teach children efficiently based on Multiple

Intelligence concepts.

Gardner and Hatch (1989) discussed about the educational implications of the

theory of Multiple Intelligences. In this, Gardner opposed the practices of traditional

education system that typically place a strong emphasis on the development and use of

Verbal and Mathematical intelligences. They proposed that Educators should recognize

and teach at a broader range of talents and skills.

Blythe & Gardner (1990) proposed the process of implementation of Multiple

Intelligences theory oriented instructional strategies for the schools. They stressed the

urgency and importance of adopting this method in schools and pointed out the

discrepancies in the conventional method adopted in the present schools.

5
 Ellison (1992) conducted a study to understand the effect of Multiple Intelligences

theory to meet diverse needs of students. The experimental Minneapolis K-8 School

began individual goal setting conferences with parents about 10 years ago. He

observed that teachers reformatted goal setting that reflect Gardner’s theory of Multiple

Intelligences involving Intrapersonal, Interpersonal, World Understanding, Linguistic,

Logical-Mathematical, Spatial, BodilyKinesthetic and Musical ability.

Armstrong (1993) gave layman’s guide to the Multiple Intelligences, which

include practical tests to explore one’s Intelligences and suggest ways of strengthening

each one. It contained a simple and systematic way of identifying and developing

Intelligences.

McCahill (1994) says that teachers must strive to enhance their power as

educational connoisseurs and critics, professional who understand how to use

technological learning materials that promote growth across Multiple Intelligences. The

case study demonstrates how this demand was met in an ‘Advanced’ Grade 10 English

class. The tasks were shaped to suit learning style preferences including Verbal-

Linguistic, Logical-Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal and

Interpersonal. The assignment met Gardner’s demands for a responsive, integrated,

substantive, co-operative curriculum in which students were called upon to function as

active participants in the learning process.

6
 Munro (1994) examines Multiple Intelligences model of individual ways of

learning and its implications for mathematics teaching. The alternative ways that

students used were mathematical ideas, management or control mechanisms and

related models of learning preferences, ways in which students relate and manipulate

ideas for the teaching of mathematics.

Radford (1994) studied the impact of Multiple Intelligences theory and flow theory

in the school lives of 13 children. Meta cognition and self awareness appeared to play a

significant role in the individual student’s success. Challenges were appreciated by

students, teachers and present as opportunities for learning or as a provocation to

interest, which in turn might stimulate motivation and student ownership of the learning

process.

Weber (1994) conducted a study on Multiple Intelligences view of learning at high

school level. This study drew upon a constructionist and Gardner’s Multiple Intelligences

view of learning, to develop an interactive curriculum development model involving High

School students and teachers. The analysis of the findings suggest that change within

the curriculum content, consistent with a constructionist and Multiple Intelligences view

of learning would enable student to develop further development of their individual

differences.

7
 Conclusion

In conclusion, Howard Gardners Multiple Intelligences Theory is an important

concept to strongly consider reaching and including all students who, indeed, have a

variety of intelligences. The following benefits of using Multiple Intelligences products

are highlighted:

 The learning potential increases for all students.

 Decrease in behavior problems.

 Improvement in academic achievement.

 Improved ability for students to ably and develop new skills.

 Provides for a cooperative learning environment that increases the responsibility

and independence of students.

 Students’ needs are met when educators are teaching with all intelligence in

mind.

In any classroom setting from preschool to college, students learn differently.

Each student is gifted and challenged by his or her learning abilities and preferences.

Howard Gardner defines these learning abilities and preferences as intelligences. At

first a listing of seven and later revised to total nine, Gardner developed the theory of

multiple intelligences to explain how humans learn differently from one another. The

theory does not state that a person only has one the nine intelligences, but rather is

stronger in some than the others. As defined by Gardner, the intelligences are logical-

mathematical, spatial, linguistic, bodily-kinesthetic, musical, interpersonal, intrapersonal,

naturalistic and existential .

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References

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