Multiple intelligences

The theory of multiple intelligences was proposed by Howard Gardner in 1983 as a model of intelligence that differentiates intelligence into various specific (primarily sensory) modalities, rather than seeing it as dominated by a single general ability. Nevertheless many educationalists support the practical value of the approaches suggested by the theory.

Gardner articulated several criteria for a behavior to be intelligence.

These were that the intelligences:

 1. Potential for brain isolation by brain damage,

 2. Place in evolutionary history,

 3. Presence of core operations,

 4. Susceptibility to encoding (symbolic expression),

 5. A distinct developmental progression,

 6. The existence of savants, prodigies and other exceptional people,

 7. Support from experimental psychology and psychometric findings.

 Gardner believes that eight abilities meet these criteria:

 Spatial

 Linguistic

 Logical-mathematical

 Bodily-kinesthetic

 Musical

 Interpersonal

 Intrapersonal

 Naturalistic

He considers that existential and moral intelligence may also be worthy of inclusion.

 The first three are closely linked to fluid ability, and the verbal and spatial abilities that form the hierarchical model of intelligence.

1.     Logical-mathematical

 This area has to do with logic, abstractions, reasoning and numbers and critical thinking. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places less emphasis on traditional mathematical ability and more on reasoning capabilities, recognizing abstract patterns, scientific thinking and investigation and the ability to perform complex calculations

2.     Spatial intelligence (psychology)

This area deals with spatial judgement and the ability to visualize with the mind's eye. Careers which suit those with this type of intelligence include artists, designers and architects. A spatial person is also good with puzzles

3.     Linguistic

This area has to do with words, spoken or written. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and by discussing and debating about what they have learned.

Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure.

4.     Bodily-kinesthetic (Kinesthetic learning)

The core elements of the bodily-kinesthetic intelligence are control of one's bodily motions and the capacity to handle objects skillfully.  This intelligence also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses so they become like reflexes.

In theory, people who have bodily-kinesthetic intelligence should learn better by involving muscular movement (e.g. getting up and moving around into the learning experience), and are generally good at physical activities such as sports or dance.

5.     Musical (auditory learning)

This area has to do with sensitivity to sounds, rhythms, tones, and music. In addition, they will sometimes use songs or rhythms to learn. They have sensitivity to rhythm, pitch, meter, tone, melody or timbre.

Careers that suit those with this intelligence include instrumentalists, singers, conductors, disc jockeys, orators, writers and composers.

6.     Interpersonal

This area has to do with interaction with others. Interpersonal intelligence is the ability to understand others. In theory, individuals who have high interpersonal intelligence are characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group.

Careers that suit those with this intelligence include sales, politicians, managers, teachers, counselors and social workers.

7.     Intrapersonal

This area has to do with introspective and self-reflective capacities. This refers to having a deep understanding of the self; what your strengths/ weaknesses are, what makes you unique, being able to predict your own reactions/emotions. Philosophical and critical thinking is common with this intelligence. Many people with this intelligence are authors, psychologists, counselors, philosophers, and members of the clergy.

8.     Naturalistic

This area has to do with nurturing and relating information to one’s natural surroundings. Examples include classifying natural forms such as animal and plant species and rocks and mountain types; and the applied knowledge of nature in farming, mining, etc. Careers which suit those with this intelligence include naturalists, farmers and gardeners.

9.     Existential

Some proponents of multiple intelligence theory proposed spiritual or religious intelligence as a possible additional type. Gardner did not want to commit to a spiritual intelligence, but suggested that an "existential" intelligence may be a useful construct. The hypothesis of an existential intelligence has been further explored by educational researchers.

Ability to contemplate phenomena or questions beyond sensory data, such as the infinite and infinitesimal. Careers or callings which suit those with this intelligence include shamans, priests, mathematicians, physicists, scientists, cosmologists, psychologists and philosophers.

Gardner (1999) defines an intelligence as ‘‘biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture’’