Hall of Fame
Howard Gardner (1943-)
Howard Gardner’s theory of multiple intelligences is opposed
to the idea of intelligence being a single measurable attribute.
His is a direct attack on the practice of psychometric tests. His
is a direct attack on behaviourism, relying more on genetic, instinctual
and evolutionary arguments to build a picture of the mind. He also
disputes the Piaget notion of fixed developmental stages, claiming
that a child can be at various stages of development across different
intelligences.
Multiple intelligences
Howard Gardner viewed intelligence as 'the capacity to solve problems
or to fashion products that are valued in one or more cultural setting'
(Gardner & Hatch, 1989). He reviewed the literature using eight
criteria or 'signs' of an intelligence:
1. Potential isolation by brain damage.
2. The existence of idiots savants, prodigies and other exceptional
individuals.
3. An identifiable core operation or set of operations.
4. A distinctive development history, along with a definable set
of 'end-state' performances.
5. An evolutionary history and evolutionary plausibility.
6. Support from experimental psychological tasks.
7. Support from psychometric findings.
8. Susceptibility to encoding in a symbol system.
These criteria were used to identify a list of seven ‘intelligences’.
His thoughts on what constitute intelligence have developed over
time. The first two are ones that have been typically valued in
schools; the next three are usually associated with the arts; and
the final two are what Howard Gardner called 'personal intelligences'.
| Intelligence |
Description |
| 1. Linguistic intelligence |
To learn, use and be sensitive to language(s). |
| 2. Logical-mathematical intelligence |
Analysis, maths, science and investigative abilities. |
| 3. Musical intelligence |
Perform, compose and appreciate music, specifically pitch,
tone and rhythm. |
| 4. Bodily-kinaesthetic intelligence |
Co-ordination and use of whole or parts of body. |
| 5. Spatial intelligence |
Recognise, use and solve spatial problems both large and confined. |
| 6. Interpersonal intelligence |
Ability to read others’ intentions, motivations, desires
and feelings. |
| 7. Intrapersonal intelligence |
Self-knowledge and ability to understand and use one’s
inner knowledge. |
| 8. Naturalist intelligence |
Ability to draw upon the immediate environment to make judgements. |
It’s important to understand that these intelligences operate
together and complement each other. He has described people as having
blends of intelligences.
Application of the theory
The Unschooled Mind, Intelligence Reframed, and The Disciplined
Mind look at how the theory may be applied by educators. This has
led to a broader more holistic view of education, being less rigid
in curricula. More awareness of different intelligences needs to
be backed up with teacher awareness, a push towards high quality
work, more collaboration between teachers of different disciplines,
better and more meaningful curriculum choices and a wider use of
the arts.
Conclusion
Gardiner has more appeal to educators looking for reasons to change
the curriculum rather than serious experimental psychology. He has
come under attack from those who believe there is a general intelligence
quotient. Others do not see his ‘intelligences’ as a
comparable set of abilities, as some, such as musical intelligence,
do not have the same consequential impact as others. He has also
been criticised for not testing his theories experimentally and
failing to identify exactly why he chose his particular criteria
for intelligence.
What is clear is that Gardiner has opened up the debate and affected
real practices in educational institutions around the whole person
with a spread of subjects and approaches to learning. This fits
teachers’ intuitive feel for the abilities of those they teach.
While the theory may be rather speculative, his identified intelligences
represent real dispositions, abilities, talents and potential, which
schooling, if it is too narrow, simply ignores. Project SUMIT (Schools
Using Multiple Intelligences Theory) claims to have identified real
progress across the board in schools that have been sensitive to
Gardiner’s theories.
Bibliography
Gardner, Howard (1983; 1993) Frames of Mind: The theory of multiple
intelligences, New York: Basic Books.
Gardner, Howard (1989) To Open Minds: Chinese clues to the dilemma
of contemporary education, New York: Basic Books.
Gardner, H. (1991) The Unschooled Mind: How children think and
how schools should teach, New York: Basic Books.
Gardner, Howard (1999) Intelligence Reframed. Multiple intelligences
for the 21st century, New York: Basic Books.
White, J. (1998) Do Howard Gardner's multiple intelligences add
up? London: Institute of Education, University of London.
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