Howard Gardner's Theory of Multiple Intelligence

People who are strong in logical-mathematical intelligence are good at reasoning, recognising patterns and logically analyse problems. These individuals tend to think conceptually about numbers, relationships and patterns.

Ever since Spearman proposed the intelligence theory with G factor, there were several other intelligence theories proposed in response or as an alternative to Spearman’s. Among those, Sternberg’s Triarchic Theory of Intelligence and Gardner’s Multiple Intelligence Theory would be the most influential ones as they are widely accepted and used in real life. Both of the theories share a critical view towards the unitary perspective which is the traditional definition of intelligence. However, the two theories differ in which they don’t agree with what factors should be the measures of intelligence, as well as the emphasis of the two theories.

In “A Rounded Version: The Theory of Multiple Intelligences”, Howard Gardner illustrates how there are a variety of intelligences. Gardner starts off with an example how IQ tests may predict achievement in school but may not predict achievement in life. After finding out certain parts of the brain are responsible for certain functions, such as “Broca’s Area” which is responsible for sentence production, Gardner proposes the existence of multiple intelligences. Multiple studies later led him to propose seven distinct intelligences; Musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, and intrapersonal. Each intelligence has certain classifications. According to Gardner’s classifications, I realized my intelligences are bodily-kinesthetic, logical-mathematical, and intrapersonal.

Dr. Howard Gardner also the Professor of Education at Harvard University developed the theory of Multiple Intelligences in 1983 (Campbell 12). This principle is well known to most teachers. Although people disagree with his theory, Gardner believes that rather than a single intelligence, we acquire all seven intelligences in different amounts. All seven Gardner’s intelligences should be incorporated in every lesson, to include; linguistic, logical-mathematical, body kinesthetic, spatial, musical, interpersonal, and intrapersonal.

‘‘Gardner’s multiple intelligences theory can be used for curriculum development, planning instruction, selection of course activities, and related assessment strategies. Instruction which is designed to help students develop their strengths can also trigger their confidence to develop areas in which they are not as strong. Students’ multiple learning preferences can be addressed when instruction includes a range of meaningful and appropriate methods, activities, and assessments. Gardner’s early work in psychology and later in human cognition and human potential’ led to the development of the initial six intelligences. Today there are nine intelligences and the possibility of others may eventually expand the list. These intelligences (or competencies) relate to a person’s unique aptitude set of capabilities and ways they might prefer to demonstrate intellectual abilities’’ ( (Armstrong, T., 2010). Gardner’s Multiple Intelligences

Albert Einstein once said, “Everybody is a genius. If you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” Intelligences is the ability to learn facts and skills and apply them. Howard Gardner wrote a book called Intelligences Reframed: Multiple Intelligences for the 21st Century. He wrote this book to help expand the knowledge of professors and everyday people that no matter your IQ and or test scores that you cannot simply judge someone off of a numerical score. People are smart just in different areas bringing different learning styles and intelligence to the table. Gardner studies led him to propose seven possible intelligences. Intrapersonal

This theory agreed with the multiple intelligence theory on intelligence being a much broader general ability, but the latter’s intelligences were better perceived as individual talents. This theory explains successful intelligence as involving factors including analytical intelligence which is the problem- solving abilities, creative intelligence which involves the capacity of dealing with new arising situations by using current skills and past experience as well as practical intelligence which is the ability of adapting to change in one’s environment. The third theory is that of multiple intelligences by Howard Gardener which proposes that human intelligence’s numerical expressions are not an accurate depiction of the people's abilities. This theory describes several distinct intelligences which are based on the abilities and skills which are valued in the different cultures including visual-spatial intelligence where thinking is in terms of physical space, verbal-linguistic intelligence where words are used effectively, bodily-kinesthetic intelligence where the body is used effectively, logical-mathematical intelligence where abstract, conceptual and calculations are used, interpersonal intelligence which entails one’s understanding of their goals and interests, musical intelligence where sensitivity to sound and rhythm is shown, intrapersonal intelligence which involves interaction and understanding of others as well as naturalistic intelligence. These differences related to strengths of intelligence are said to challenge the educational system which assumes that every individual can learn similar materials in a similar manner and that a universal, uniform measure does suffice in testing student

Logical-mathematical intelligence is the talent to compute, count, consider propositions and theories, and carry out whole mathematical processes. It allows us to perceive relations and connections and to use nonconcrete, representative thought; consecutive reasoning skills; and inductive and deductive thinking designs. Logical intelligence is typically well industrialized in mathematicians, scientists, and investigators. Early adults with heaps of logical intelligence are absorbed in patterns, groups, and associations. They are haggard to mathematics problems, plan games and experiments. Another good example is the ability to work through numbers for mathematical processes such as addition and division.

Verbal-Linguistic intelligence speaks to an individual’s ability to understand and manipulate words and language. This intelligence is possessed by everyone at the same level and includes reading, writing, speaking and other forms of verbal and written communication. Logical-Mathematical intelligence refers to an individual's ability to do things with data: collect, and organize, analyze and interpret, conclude and predict. Individuals strong in this intelligence see patterns and relationships. These individuals are oriented toward thinking: inductive and deductive logic, numeration, and abstract patterns. Visual-Spatial intelligence refers to the ability to form and manipulate

Throughout the years, psychologists have been discussing what exactly is intelligence. Is intelligence your ability to perform well on analytical tests, or is it something more common, like your ability to survive on your own? If one person scores high in english, and another in math are they both still intelligent? This is the debate that had been on going the past few decades, and while we still have no concrete answer, we do have a variety of theories.

Howard Gardner was best known for his theory of multiple intelligences. In his article entitled “A Rounded Version: The Theory of Multiple Intelligences,” Gardner explains the seven types of intelligences and what makes an individual “intelligent” in those areas. One of his definitions for intelligence is that it “entails the ability to solve problems or fashion products that are of consequence in a particular cultural setting or community” (Gardner 509). Schooling and education deal immensely on various types of problem solving, and a student’s ability to solve problems foreshadowed his/her future success (Gardner 507). With this in mind, one may come to the question of whether or not schooling and education best accommodates the seven

What is intelligence? Is it how well an individual can excel at academic tasks, emotional tasks, or physical tasks? Can intelligence be measure scientifically and accurately or is it an abstract idea or concept that requires an individual to critically think and come up with an answer? A common interpretation of intelligence is the ability or abilities of an individual’s capacity for: logic, emotion, abstract, learning, planning, understanding, memory, self-awareness, creativity, and most important of all is the ability to problem-solved. Intelligence itself is an umbrella with subtypes under it, and the one to inquire about is the theory of multiple intelligences. Many scientists believe that this theory does not exist because it cannot be proven scientifically but multiple intelligence theory does exist. Multiple intelligences is not a teaching style as many seem to believe, but it is a new way to look at the IQ of an individual while not being bounded by the traditional IQ tests. Just like general intelligences theory, the multiple intelligence theory can be used to distinguish intelligences through tests, logically define theory, as well as real world experiences and applications. These two theories, multiple and general intelligence, has been debated time and time again in the field of psychology but with no absolute solution.

According to the Merriam-Webster Dictionary, intelligence is “the ability to acquire and apply knowledge and skills,” though, there are many different perspectives regarding intelligence. Some believe the human species is born with a natural intelligence. Others, consider that possessed intelligence is developed by the interactions and experiences of an individual. The ongoing argument of whether a genius born or made is still inconclusive. However, one thing we are certain of is that intelligence plays into one’s financial status. There are no restrictions placed on what type of intelligence, just simply the intelligence one uses to thrive. Founder of the Theory of Multiple Intelligences, Howard Gardner, would likely agree. The Professor at Harvard University created the Theory of Multiple Intelligences which states that rather than intelligence being considered a single ability, intelligence is viewed by different “modalities.” (Lane et al.) Therefore, whether discussing Kim Kardashian-West who possesses interpersonal intelligence, allowing her to interact with others efficiently, or Albert Einstein, renowned for obtaining logical-mathematical intelligence, granting him the famous the ability to think outside of the box to analyze patterns and relationships, intelligence has an impact on income. Throughout this paperreport, the author will discuss what affects intelligence and how

The theory of multiple intelligences was developed by Dr. Howard Gardner in 1983. The Theory of Multiple Intelligences is a critique of the standard psychological view of intellect: there is a single intelligence, adequately measured by IQ or other short answer tests. Instead, on the basis of evidence from disparate sources, the theory claims that human beings have a number of relatively discrete intellectual capacities. IQ tests assess linguistic and logical-mathematical intelligence, and sometimes spatial intelligence; they are a reasonably good predictor of who will do well in school. This is because humans have several other significant intellectual capacities (Harvard University).

Words hold such power and meaning that tend to evolve throughout the years. As I set out to read on the “Theory of Multiple Intelligences” by Howard Gardner I seem to question the meaning of Intelligence. Although I have never pondered a single word more feverishly as I have in the last couple weeks it has been quite an endeavor. According to Merriam-Webster (2014), “Intelligence: the ability to learn or understand things or to deal with new or difficult situations.” Howard Gardner first publishes his own view of intelligence in his book Frames of Mind: The Theory of Multiple Intelligences (1983).