Howard Gardner (1943) - Theory of Multiple Intelligents

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 and Description

1. Linguistic intelligence
Description: To learn, use and be sensitive to language(s).

2. Logical-mathematical intelligence
Description: Analysis, maths, science and investigative abilities.

3. Musical intelligence
Description: Perform, compose and appreciate music, specifically pitch, tone and rhythm.

4. Bodily-kinaesthetic intelligence
Description: Co-ordination and use of whole or parts of body.

5. Spatial intelligence
Description: Recognise, use and solve spatial problems both large and confined.

6. Interpersonal intelligence
Description: Ability to read others’ intentions, motivations, desires and feelings.

7. Intrapersonal intelligence
Description: Self-knowledge and ability to understand and use one’s inner knowledge.

8. Naturalist intelligence
Description: 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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