Overview
This lecture by Howard Gardner introduces and explains the Theory of Multiple Intelligences (MI), discussing its foundations, educational implications, assessment, and the importance of using our intelligences ethically.
Intelligence vs. Intelligences
- Traditional Western views see intelligence as a single, heritable trait measured by IQ tests.
- East Asian perspectives value intelligence as an outcome of hard work and effort.
- Gardner's MI Theory posits that intelligence is plural: humans possess several distinct intelligences.
Multiple Intelligences Defined
- Eight core intelligences: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist.
- Possible additional intelligences: existential (pondering big questions) and pedagogical (the ability to teach others).
- Everyone has all intelligences but in unique combinations and strengths.
Educational Implications
- Individualize teaching: adapt lessons to students’ intelligence profiles whenever possible.
- Pluralize teaching: present important content in multiple ways to reach diverse learners.
- Educational goals must be set before using MI Theory—MI is a tool, not an end.
Entry Points in Teaching
- Use various "entry points" (storytelling, logic, numbers, art, hands-on activities, and group work) to teach key concepts for deeper understanding and broader student access.
Assessing Intelligences
- Avoid traditional paper-and-pencil tests as they mainly measure logical intelligence.
- Assess by observing students in rich, varied environments (e.g., classrooms set up like children’s museums) to identify how they engage and progress with different materials and activities.
Special Populations and Brain Plasticity
- Young brains show remarkable plasticity; even with significant impairments, children can develop a range of intelligences.
- Autistic individuals may enhance certain intelligences through focused interests (e.g., learning emotions via repeated viewing of Disney movies).
Intelligences and Ethics (“Good Work”)
- Intelligences themselves are amoral and can be used for good or harmful purposes.
- "Good work" requires excellence, engagement, and ethics ("the triple helix").
- Schools should foster not just knowledge, but character, encouraging students to use their intelligences for positive, ethical purposes.
Key Terms & Definitions
- General Intelligence (G) — The idea of one overall, heritable mental ability, typically measured by IQ.
- Multiple Intelligences (MI) — Gardner’s theory that humans have a set of distinct cognitive abilities.
- Linguistic Intelligence — Sensitivity to spoken and written language.
- Logical-Mathematical Intelligence — Capacity to analyze problems logically and carry out mathematical operations.
- Musical Intelligence — Skill in performance, composition, and appreciation of musical patterns.
- Spatial Intelligence — Ability to think in three dimensions.
- Bodily-Kinesthetic Intelligence — Using one’s body (or parts) to solve problems or create products.
- Interpersonal Intelligence — Understanding and interacting effectively with others.
- Intrapersonal Intelligence — Understanding oneself.
- Naturalist Intelligence — Recognizing and categorizing aspects of the natural world.
- Entry Points — Multiple ways to approach content to support understanding for diverse learners.
Action Items / Next Steps
- Reflect on your educational goals before applying MI Theory.
- Explore ways to individualize and pluralize your teaching methods.
- Observe students in varied settings to better assess their intelligence profiles.
- Read more about MI Theory and the Good Project at the recommended websites.