Multiple Intelligence (Howard Gardner-1983)

This theory proposed by Howard Gardner. He questioned the idea that intelligence is a single entity, that is result from single factor, and that it can be measured simply via IQ test. According to Gardner “ Intelligence is the capacity to solve problems or to fashion products that are valued in one or more cultural setting”. He argued that intelligence should be defined in terms of distinct set of processing operations that permit individuals to solve problems, create products and discover new knowledge in a diverse array of culturally valued activities.

According to his book ‘Frames of Mind’ published in 1983 postulated seven types of Intelligence. Later he added- Naturalistic Intelligence and Existential Intelligence.

1.      Visual/ Spatial Intelligence

2.      Verbal/ Linguistic Intelligence

3.      Logical/ Mathematical Intelligence

4.      Bodily/ Kinesthetic Intelligence

5.      Musical/Rhythmic Intelligence

6.      Interpersonal Intelligence

7.      Intrapersonal Intelligence

8.      Naturalistic Intelligence

9.      Existential Intelligence

Special –Visual Intelligence
Learning style and preferences	Description	Roles	Tasks, activities and assessments
Spatial- Visual and Space	·        Interpersonal and creation of visual image, pictorial imagination and expression ·        Understands relationships between images and meaning and between space and effect	·        Architects ·        Artists ·        Cartographers ·        City planners ·        Engineers ·        Graphic Designer ·        Inventors ·        Photographers	·        Compose a photograph ·        Create an organizational logo ·        Design a building ·        Design historic costume ·        Design a landscape ·        Interpret a painting ·        Organize storage room, ·        Paint a Landscape

Verbal-Linguistic Intelligence
Learning style and preferences	Description	Roles	Tasks, activities and assessments
Words and Language	·        Written and Spocken words ·        Interpretation and explanation of ideas and information via language ·        Understands relationship between communication and meaning	·        Copywriters ·        Editors ·        Historians ·        Jounalists ·        Lawyers ·        Linguisis ·        Poet ·        Speakers ·        Teacher ·        Trainers ·        Translators ·        TV and Radio presents ·        Writer	·        Edit a peer’s paper ·        Give an oral presentation ·        List the strength and weaknesses of a product ·        Write a eulogy ·        Write direction to accompany a map

Logical- Mathematical Intelligence
Learning style and preferences	Description	Roles	Tasks, activities and assessments
Logic and Numbers	·        Analyze problems ·        Detecting patterns ·        Perform mathematical calculations ·        Scientific reasoning and deduction ·        Understands relationship between cause and effect towards a tangible outcome or result	·        Analysts ·        Bankers ·        Certified public accountants ·        Computer Programmer ·        Engineer ·        Researchers ·        scientists	·        Analyze how a computer works ·        Assess the value of a business or a proposition ·        Create a process ·        Devise a stategy to achieve an aim ·        Perform a mental mathematical calculation, create a process to measure something
Bodily/ Kinesthetic Intelligence
Learning style and preferences	Description	Roles	Tasks, activities and assessments
Body Movement Control	·        Eye and body co-ordination ·        Manual dexterity ·        Physical ability and balance	·        Anthropologists ·        Athletes ·        Biologist ·        Dancer ·        Geologists ·        Instrumentalists ·        Nurses ·        Physical education teachers ·        Sign language interpreters	·        Arrange workplace furniture ·        Demonstrated a sports technique ·        Design a window display ·        Ride a horse ·        Stack book a shelf
Musical Intelligence
Learning style and preferences	Description	Roles	Tasks, activities and assessments
Music, sound, rhythm	Awareness , application and use of sound Recognition of tonal and rhythmic pattern Understand relationship between sound and feeling	·        Acoustic engineers ·        Composers ·        DJs ·        Entertainers ·        Environment and noise analysts ·        Music producers ·        Musical performers ·        Singers	·        Coach someone to play a musical instrument ·        Compose media jingles ·        Identify music for malls and retail stores ·        Lead a choir ·        Review a musical play
Interpersonal Intelligence
Learning style and preferences	Description	Roles	Tasks, activities and assessments
Other people’s feelings	Ability to relate to others Interpretation of behavior and communications Understand the relationship between people and their situations, including other people	·        Advertising professionals ·        Care givers ·        Coaches and mentors ·        Counselors ·        Educators HR professional ·        Politicians ·        Teachers	·        Affect the feelings of others in a planned way ·        Coach or council another person ·        Demonstrate feelings through body language ·        Interpret moods from facial expression
Intrapersonal Intelligence
Learning style and preferences	Description	Roles	Tasks, activities and assessments
Self-awareness	One’s own needs for and reaction to change in the workplace One’s relationship to others and the world Personal objectivity The capability to understand oneself	·        One who is self-aware and involved in the process of changing personal thoughts, beliefs and behavior in relation to their stimulation ·        Researcher ·        Philosophers ·        Religious Persons	·        Consider and decide one’s own aims and personal changes required to achieve them ·        Consider and decide one’s own  position and decide one’s own position in relation to Emotional Intelligence Model

Naturalist Intelligence-(added in 1999)

Ø  The naturalist intelligence involves the full range of knowing that occurs in and through our encounters with the natural world including our recognition, appreciation, and understanding of the natural environment.

Ø  It involves such capacities as species discernment, communion with the natural world and its phenomena, and the ability to recognize and classify various flora and fauna.

Ø  If the naturalist intelligence is one of your strengths you have a profound love for the outdoors, animals, plants, and almost any natural object.

You are probably fascinated by and noticeably affected by such things as

Ø  The weather

Ø  Changing leaves in the fall,

Ø  The sound of the wind

Ø  The warm sun or lack thereof, or an insect in the room.

Ø  At a young age you were likely nature collectors,

Ø  Adding such things as bugs, rocks leaves, seashells, sticks, and so on to your collections.

Existential Intelligence

Ø  Existential intelligence as the ability to be sensitive to,

Ø  The capacity for, conceptualizing or tackling deeper or larger questions about human existence, such as the meaning of life, why are we born, why do we die, what is consciousness, or how did we get here.

Ø  We could call it wondering smart, cosmic smart, spiritually smart, or metaphysical intelligence. 

Ø  Individuals Who Typically Have High Existential Intelligence:

§  Philosophers,

§  Theologians,

§  Life Coaches,

§  Cosmologists

Ø  Famous People Who Have High Existential Intelligence:

§  Socrates,

§  Buddha,

§  Jesus Christ,

§  Wayne Dyer,

§  St. Augustine

Ø  Traits of Those Who Have High Existential Intelligence:

§  Sees the big picture,

§  Interested in questions about life, death, and beyond,

§  Able to look beyond the senses to explain phenomena,

§  Likes to Be Outside,

§  Strong interest in society and those around them

Ø  Ways to Enhance Existential Intelligence:

§  Make connections between what is being learned and the world outside the classroom

§  Provide students with overviews in order to support their desire to see the big picture

§  Have students look at a topic from different points of view

§  Have students summarize the information learned in a lesson

§  Have students create lessons to teach their classmates information

Education Implications of MI theory

v  Teaching /Learning should focus on the particular intelligence of each person.

v  Teachers are trained to present their lessons in a wide variety of ways using music, co-operative learning, art activities, role play, multimedia, field trips, inner reflection etc.

v  MI theory provide eight different potential pathways to learning they are: Words, number or logic, pictures, music, self-reflection, physical experience and experience in natural world.. etc.

v  Assessment of abilities should measure all forms of Intelligence

v  It enable to students think and learn in many different ways

v  It is the strong constraints on human cognition and learning

v  It provides educators with conceptual frame work for organizing and reflecting on curriculum assessment and pedagogical practice.

v  It will help educators to develop new approaches that might better meet the need of the range of the learners in the classrooms.

v  Curriculum set for an age level should be flexible and there should be many different form of assessment too.

v  Individual should be encouraged to use their preferred intelligence in learning.

v  Instructional activities should appeal to different forms of Intelligence.

v  Assessment of learning should measure multiple form of Intelligence.

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