I wrote this text in 1996.
Howard Gardner is currently working and studying as Adjunct Professor of Neurology at the Boston University School of Medicine, and is Co-Director of Project Zero at the Harvard Graduate School of Education. To date, he has published eleven books, including two of the most progressive education/psychology texts: "Frames of Mind" and "Multiple Intelligences -- The Theory in Practice". It was the aforementioned book, "Frames of Mind", published in 1983, wherein Gardner introduced his Theory of Multiple Intelligences which has become known as the MI Theory. Since the release of that book, Gardner’s work has had many effects on child psychology, education, and has forced people to question the validity of such momentous educational tools as Binet's IQ test, the Scholastic Aptitude Test (SAT), and the work of Jean Piaget.
The theory was developed in an effort to explain and defend the possibility that human beings are capable of "many different and discrete facets of cognition" and that in fact humans display different types of intelligences which can be measured, fostered, and evaluated as isolated faculties of the mind. Gardner proposed that there exists seven (7) different types of intelligences which he discusses in length in both "Frames of Mind", and "Multiple Intelligences -- The Theory in Practice". These seven (7) intelligences are listed below:
- Bodily-Kinesthetic Intelligence
- The ability to manipulate ones own body, and control muscle movements with utmost precision (surgeons, pianists).
- Musical Intelligence
- The ability to understand and perform music.
- Logical-Mathematical Intelligence
- This also includes scientific ability.
- Linguistic Intelligence
- Knowledge and ability to manipulate language.
- Spatial Intelligence
- "The ability to form a mental model of a spatial world" (i.e. sculptors, engineers, surgeons).
- Interpersonal Intelligence
- The ability to understand others.
- Intrapersonal Intelligence
- The ability to understand oneself.
It is necessary to note that Gardner states that this list represents only those types of intelligences which he and his colleagues were able to identify and examine, and that with further study one may find others.
What constitutes an "Intelligence"? Gardner believes that intelligence is "the ability to solve problems, or to fashion products, that are valued in one or more cultural or community settings". For example, our Western society values Linguistic Intelligence which is the ability to manipulate language, and Logical-Mathematic Intelligence which encompasses the understanding of physical sciences and mathematics. However, sailors in the South Seas have little use for mathematics, but have the uncanny ability to navigate around hundreds of islands using only landmarks and the constellations as a guide; these sailors do not display Linguistic or Logical-Mathematic Intelligence, but have Spatial Intelligence. An Intelligence is an isolated, yet discrete facet of the mind. Through studying extreme cases of brain damage like dementia or Alzheimer's disease, and other special populations such as prodigies, idiot savants, and the autistic, one can see the isolation of each of these seven (7) intelligences. For example, an autistic child may not be able to speak, read, or write, but is able to competently play a piano sonata; this child obviously displays an advanced Musical Intelligence, but is bereft of Linguistic Intelligence. In another case, an five-year old child may be able to count the money in his mother's purse and displays an advanced level of Logical-Mathematic Intelligence, but may not have the Spatial Intelligence to properly tie his/her own shoes.
Gardner's MI Theory, this "pluralistic view of mind", has substantial implications on educational theory and practice. The very notion that there are different types of intelligences proves many of our teaching methods to be useless. Throughout history, beginning with the Greeks, there has been an emphasis on teaching language, and although language is important, other subjects such as music and the arts have been neglected. In our society today, there is a strong emphasis on both language and math; however, not all people have developed a high level of Linguistic or Logical-Mathematic Intelligence. Gardner suggests that our educational system needs to better accommodate the varying types of intelligences. He offers ways to evaluate students, in order to identify their strengths and weaknesses, then ways to develop teaching methods which would work in concert with each student's individual needs.
The first thing Gardner suggests we do to reform our education is develop an effective way of assessing students. Alfred Binet developed the IQ test, which is effective for evaluating Logical-Mathematic and Linguistic Intelligence, but these exams do nothing to assess the numerous other intelligences. Therefore, many students with a great potential in music, sports, or the visual arts are neglected and often streamlined due to their low scores on IQ exams, or other exams like the SAT's which also evaluate only Linguistic and Logical-Mathematic Intelligence. Gardner states that "all humans possess certain core abilities in each of the intelligences"; therefore, it is important to determine why a particular intelligence develops faster than others in some students. This would then lead to the ability to teach each student according to his/her own needs.
Once we have an adequate method of evaluating students, we can begin to devise teaching methods which would foster the growth of each individual intelligence. If a student shows a strength in one, then Gardner suggests that there are ways to help the student transfer those particular strengths to the other intelligences; training in skill A, would show certain developments in skill B.
In short, Gardner's work has changed the way educators approach teaching. Through the works of Jean Piaget, Jerome Bruner, and Benjamin Bloom we have begun to understand the psychology of students, of all ages; there has been a slow transformation in our educational system to accommodate the new developments in cognitive science (the study of the mind), and neuroscience (the study of the brain). However, Gardner's work is perhaps the most influential and may eventually lead to drastic reformations in education.