Theory of Multiple - vineetrattan.files.wordpress.com · Genesis of Multiple Intelligences (MI) Theory •Gardner claims human beings don’t possess a single intelligence •“g”

Theory of Multiple IntelligencesHoward Gardner

Howard Gardner

• Developmental Psychologist

• Professor at the Harvard Graduate School of Education –Harvard University

• Father of the Multiple Intelligences Theory

Genesis of Multiple Intelligences (MI) Theory

• Grant awarded in 1979

• Bernard Van Leer Foundation

• Project on Human Potential

• Produce a Book on Findings


• Looking to synthesise study of brain damage with cognitive development

• Scope of brain study, genetics, anthropology and psychology to ascertain a taxonomy of human capacities


• In 1983 completed book – Frames of Mind

• Book was written from a psychologist’s perspective

• Concluding chapters look at educational implications


• Gardner claims human beings don’t possess a single intelligence

• “g” intelligence – general intelligence, Spearman (1904,1927)

• Set of relatively autonomous intelligences

Multiple Intelligences

• Originally there were seven intelligences

• However later two additional intelligences were added


Gardner’s Theory of

Linguistic

• An ability to analyze information and create products involving oral and written language such as speeches, books, and memos.

• Best taught by encouraging them to say and see words, read books together

• Teaching tools include: computer, games, multimedia, books, and lectures.

Logical - Mathematical

• An ability to develop equations and proofs, make calculations, and solve abstract problems.

• Like to experiment

• Best taught through logic games, investigations and mysteries

• Teaching tools include formulas and instructions

Spatial

• An ability to recognize and manipulate large-scale and fine-grained spatial images.

• Think in terms of physical space

• Best taught through drawings, verbal and physical imagery

• Teaching tools include: models, graphics, charts and photographs multimedia

Musical

• An ability to produce, remember, and make meaning of different patterns of sound.

• Best taught by incorporating rhythm and rhyme

• Teaching tools include musical instruments, music, radio and multimedia

Bodily - Kinesthetic

• An ability to use one’s own body to create products or solve problems.

• Best taught through physical activity, hands on learning and acting out role playing

• Tools include: equipment and real objects

Interpersonal

• An ability to recognize and understand other people’s moods, desires, motivations, and intentions

• Best taught through group activities and seminars

• Teaching tools include conferencing , email and time and attention from the teacher

Intrapersonal

• An ability to recognize and understand his or her own moods, desires, motivations, and intentions

• Shy away from others

• Best taught through independent study and introspection

• Teaching tools include books, creative materials, diaries, privacy and time

Naturalist

• An ability to identify and distinguish among different types of plants, animals, and weather formations that are found in the natural world.

• Best taught outside of the classroom

• Teaching tool: excursions

Existential

• Children who learning in the context of where humankind stands in the big picture of existence

• They ask “why are we here?” and “what’s our role in the world”

• Discipline of philosophy

Uses for the term “Intelligence”

• All of us possess these 8 or 9 intelligences

• No two people – not even identical twins – possess exactly the same profile if intelligences

• MI theory conceives of intelligence as a combination of inherited characteristics and skills that can be developed through relevant experiences

CriteriaCriteria for Identification of an Intelligence

It should be seen in relative isolation in prodigies, autistic savants, stroke victims or other exceptional populations. In other

words, certain individuals should demonstrate particularly high or low levels of a particular capacity in contrast to other

capabilities.

It should have a distinct neural representation—that is, its neural structure and functioning should be distinguishable from that of

other major human faculties.

It should have a distinct developmental trajectory. That is, different intelligences should develop at different rates and along

paths which are distinctive.

It should have some basis in evolutionary biology. In other words, an intelligence ought to have a previous instantiation in

primate or other species and putative survival value.

It should be susceptible to capture in symbol systems, of the sort used in formal or informal education.

It should be supported by evidence from psychometric tests of intelligence.

It should be distinguishable from other intelligences through experimental psychological tasks.

It should demonstrate a core, information-processing system. That is, there should be identifiable mental processes that handle

information related to each intelligence.

Table 1. Criteria for Identification of an Intelligence(Gardner 1983; Kornhaber, Fierros, & Veneema, 2004)


• Gardner’s analysis, only two intelligences—linguistic and logical mathematical—have been valued and tested for in modern secular schools.

• Departs from previously form conceptions formulated in the 20th

century - Piaget (1950, 1952) and other cognitively oriented psychologists


• Within academic psychology, Spearman’s theory of general intelligence (or ‘g’) remains the predominant conception of intelligence (Brody, 2004; Deary et al, 2007; Jensen, 2008)

• basis for more than 70 IQ tests in circulation (e.g. Stanford-BinetIntelligence Sales Fifth Edition, 2003; Wechsler Adult Intelligence Scales Third Edition, 2008).

Criticisms

• No empirical evidence on the theory (Waterhouse, 2006; White, 2006).

• Selection criteria is subjective and therefore flawed (White 2006)

• Willingham (2004) argues that a theory of intelligence that does not include ‘g’ is inconsistent with existing psychometric data.

Difficulties in Applying MI Theory in Education• Can be time consuming to prepare lessons that address the needs of

all learner types

• Difficult to conduct a class incorporating all intelligences simultaneously

• How does one standardise assessment whilst catering to different learner types

• Universities and industry still hold linguistic/logical-mathematical intelligence in a higher regard

Positive Applications in Education

• Caters to the strengths of a broader range of students

• Provides teachers with an excellent model for the design and implementation of work sheets, activities and group projects

• Increased levels of engagement

• Can be utilised in workforces and other training institutions

• Many hundreds of schools across the globe have incorporated MI principles into their mission, curriculum, and pedagogy; and hundreds of books have been written (in numerous languages) on the relevance of MI theory to educators and educational institutions (Chen, Moran, & Gardner, 2009).

Research on MI

• MI was also associated with improvements in student discipline (54% of schools) (Kornhaber, Fierros & Veenema 2004)

• parent participation (60% of schools) (Kornhaber, Fierros & Veenema2004)

• performances of students diagnosed with learning disabilities (78% of schools) (Kornhaber, Fierros & Veenema 2004)

• Better performance and retention of knowledge (Ozdemir et al., 2006)

References• Spearman, Charles. (1904) General intelligence, objectively determined and measured. American Journal of Psychology. 15, 201-293.

• Spearman, C. (1927). The abilities of man. London, UK: Macmillan.

• Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: BasicBooks.

• White, J. (2006). Multiple invalidities. In J. A. Schaler (Ed.), Howard gardner under fire: The rebel psychologist faces his critics (pp. 45-72). Chicago: Open Court.

• Waterhouse, L. (2006). Multiple intelligences, the mozart effect, and emotional intelligence: A critical review. Educational Psychologist, 41(4), 207-225.

• Özdemir, P., Güneysu, S., & Tekkaya, C. (2006). Enhancing learning through multiple intelligences. Journal of Biological Education, 40(2), 74-78.

• Kornhaber, M., Fierros, E., & Veenema, S. (2004). Multiple Intelligences: Best Ideas from Research and Practice. Boston: Pearson Education Inc.

• Gardner, H. (2006a). Five minds for the future. Boston, MA: Harvard Business School Press.

• Gardner, H. (2006b). Multiple intelligences: New horizons. New York: Basic Books.

• Gardner, H. (2006c). Replies to my critics. In J. A. Schaler (Ed.), Howard gardner under fire:The rebel psychologist faces his critics (pp. 277-344). Chicago: Open Court.

• Chen, J., Moran, S., & Gardner, H. (2009). Multiple intelligences around the world. New York: Jossey-Bass.

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Theory of Multiple - vineetrattan.files.wordpress.com · Genesis of Multiple Intelligences (MI) Theory •Gardner claims human beings don’t possess a single intelligence •“g”