MULTIPLE INTELLIGENCE THEORY

 

TEACHING ACROSS THE CURRICULUM

Harvard psychologist and educator, Howard Gardner, revolutionized the way we think about intelligence and creativity with his multiple intelligence theory.

Application
The theory of multiple intelligences gives us a excellent tool for conducting learning experiences in any discipline. It is also an excellent approach to adapting activities and lesson plans that will reach the many different learning styles of your students.

Sources
Howard Gardner's 1999 book Intelligence Reframed, Multiple Intelligences for the 21st Century (Basic Books, New York), presents an overview of his original 7 multiple intelligences as well as introduces three new ones. Much has been written about multiple intelligence theory and this module will not attempt to be a comprehensive review. Links are provided at the end of this discussion to some of the many web sites covering this material.

Below is an introductory discussion of the intelligences. Activities throughout the module will show you how to adapt activities for each one.

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Linguistic Intelligence
Sensitivity to spoken and written language; the ability to learn language; the capacity to use language to accomplish goals.
Communicating with computers and spacecraft is an excellent way to exercise this intelligence.

Logical Intelligence
the capacity to analyze problems logically; do mathematical operations; investigate issues scientifically
Problem solving taps into this intelligence.

Linguistic and Logical intelligences area those that have been typically most valued in school. Most tests assume that the student is proficient in these intelligences and they are found strongly in lawyers, writers, poets, and scientists.

Musical Intelligence
Skills in the appreciation, performance, or composition of musical patterns. Parallels linguistic intelligence.
The patterns in the universe have been likened by many to musical scores (such as Johannes Kepler, the discoverer of the orbital structure of our Solar System, who postulated a "Music of the Spheres." Many scientists are deeply into music.

Body-kinesthetic Intelligence
The potential of using one's whole body or parts of the body to solve problems or create products.
Important not only for athletes, but for research scientists, craftspeople, mechanics and other technicians. Creating activities that involve movement result in a deep, long remembered learning experience.

Spatial Intelligence
The potential to recognize and manipulate patterns of wide open space (like pilots and navigators) as well as smaller spaces (like surgeons, architects and sculptors).
Navigating a spacecraft in Earth orbit or to other worlds makes dramatic use of this intelligence.

Interpersonal Intelligence
The capacity to understand the intentions, motivations, and desires of others (such as is prominent in teachers, political leaders, salespeople, and actors).
Astronauts must have a high capacity for this intelligence. Also, working on large aerospace projects involves this intelligence. All students of all ages need experience in this attribute to function in society.

Intrapersonal Intelligence
The capacity to understand oneself and to know one's own desires, fears and abilities and to use the information effectively.
Important for everyone.

Naturalist Intelligence
Expertise in recognizing and classifying many species; extensive knowledge of the living world; talent for interacting subtly with various living creatures.
Helping our students feel more connected to the natural world is an important foundation for life. Studying the other planets can provide a powerful appreciation for the Earth.

Spiritual Intelligence
The potential to explore the nature of existence (Cosmologists, religious leaders, philosophers).
The study of the cosmos creates a fertile ground for such questions as "how did it all begin."

Existential Intelligence
The capacity to locate oneself with respect to the furthest reaches of the cosmos and the related capacity to locate oneself with respect to such concepts as the significance of life, the meaning of death, the fate of worlds, love of another, or immersion in art.
The study of the universe provides a context for considering questions such as "why are we here" and "are we alone" and "what is the meaning of life."