Multiple Intelligences, is an educational theory, first developed by psychologist Howard Gardner, that describes an array of different kinds of "intelligences" exhibited by human beings. Gardner suggests that each individual manifests varying levels of these different intelligences, and thus each person has a unique "cognitive profile." The theory was first laid out in Gardner's 1983 book, Frames of Mind: The Theory of Multiple Intelligences, and has been further refined in subsequent years.
The theory was proposed in the context of debates about the concept of intelligence, and whether methods that claim to measure intelligence are truly scientific. Gardner's theory argues that intelligence, as it is traditionally defined, does not adequately encompass the wide variety of abilities humans display. In his conception, a child who masters the multiplication table easily is not necessarily more intelligent overall than a child who struggles to do so. The second child may be stronger in another kind of intelligence, and therefore may best learn the given material through a different approach, may excel in a field outside of mathematics, or may even be looking through the multiplication learning process at a fundamentally deeper level that hides a potentially higher mathematical intelligence than in the one who memorizes the concept easily. The theory suggests that, rather than relying on a uniform curriculum, schools should offer "individual-centered education", with curriculum tailored to the needs of each child.
Gardner identifies kinds of intelligences based upon eight criteria. His eight criteria for describing something as an independent kind of intelligence (rather than merely one of the skills or abilities included in a kind of intelligence, or a synonym for, or combination of other kinds of intelligence) include:
The theory was proposed in the context of debates about the concept of intelligence, and whether methods that claim to measure intelligence are truly scientific. Gardner's theory argues that intelligence, as it is traditionally defined, does not adequately encompass the wide variety of abilities humans display. In his conception, a child who masters the multiplication table easily is not necessarily more intelligent overall than a child who struggles to do so. The second child may be stronger in another kind of intelligence, and therefore may best learn the given material through a different approach, may excel in a field outside of mathematics, or may even be looking through the multiplication learning process at a fundamentally deeper level that hides a potentially higher mathematical intelligence than in the one who memorizes the concept easily. The theory suggests that, rather than relying on a uniform curriculum, schools should offer "individual-centered education", with curriculum tailored to the needs of each child.
Gardner identifies kinds of intelligences based upon eight criteria. His eight criteria for describing something as an independent kind of intelligence (rather than merely one of the skills or abilities included in a kind of intelligence, or a synonym for, or combination of other kinds of intelligence) include:
- Case studies of individuals exhibiting unusual talents in a given field (child prodigies, autistic savants);
- Neurological evidence for areas of the brain that are specialized for particular capacities (often including studies of people who have suffered brain damage affecting a specific capacity);
- The evolutionary relevance of the various capacities;
- Psychometric studies; and
- The existence of a symbolic notation (e.g. written language, musical notation, choreography).
Gardner originally identified seven core intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal and interpersonal. In 1999 he added an eighth, the naturalistic intelligence, and indicated that investigation continues on whether there is an existential intelligence.
The theory has been widely criticized in the psychology and educational theory communities. The most common criticisms argue that Gardner's theory is based on his own intuition rather than empirical data and that the intelligences are just other names for talents or personality types. Despite these criticisms, the theory has enjoyed a great deal of success amongst educators over the past twenty years. There are several schools, which espouse MI as pedagogy, and many individual teachers who incorporate some or all of the theory into their methodology. Many books and educational materials exist which explain the theory and how it may be applied to the classroom.
The theory has been widely criticized in the psychology and educational theory communities. The most common criticisms argue that Gardner's theory is based on his own intuition rather than empirical data and that the intelligences are just other names for talents or personality types. Despite these criticisms, the theory has enjoyed a great deal of success amongst educators over the past twenty years. There are several schools, which espouse MI as pedagogy, and many individual teachers who incorporate some or all of the theory into their methodology. Many books and educational materials exist which explain the theory and how it may be applied to the classroom.
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