Howard Gardner And The Theory Of Many Intelligences

For decades, it was believed that intelligence was a single mental function that determined our ability to solve problems, especially in the logical-mathematical realm. But about three decades ago, Howard Gardner questioned this idea. His alternative to this global concept of intelligence was the theory of many intelligences.

Basically , Gardner realized that people did not have a global intelligence that applied to all aspects of their lives. In fact, there were different types of intelligence that he called many intelligences. So, the latest psychological theories about intelligence have abandoned this traditional and probably unfair concept of intelligence.

As we said, it was not long ago that only the logical-mathematical and linguistic parts of intelligence were measured and developed. But the theory of many intelligences sees cognitive competence as a group of skills, talents and mental abilities called “intelligences”. In addition, all of these have the skills, mental abilities and talents to some degree.

A definition of intelligence according to Gardner

Academic excellence is not everything

Gardner defines intelligence as “the ability to solve problems, or to create products that are valued in one or more cultural environments.” First and foremost, he expands the scope for what intelligence is and recognizes what people have always felt intuitively.

And it is that some types of intelligence are related to academic success, but there are others, just as important, that are not. At least not directly, and not in the way intelligence has traditionally been measured.

In fact, the academic factor is usually not the best indicator of how far a person will go. There are people who score very high on traditional intelligence tests, but for example do not have the slightest bit of skill when it comes to relationships.

Being successful in business or sports requires intelligence. But we use a different kind of intelligence in every other area. Not better or worse, just different. To put it another way, Einstein is no more or less intelligent than Michael Jordan . Instead, it’s just that his intelligences fit into other areas.

In fact, what this theory of many intelligences speaks for is that we adapt our learning methods to each person’s intelligence. Adaptation like this will even reduce the cost of education (time, resources, energy).

Intelligence is a skill you can develop

Second, and just as important, Gardner defines intelligence as an ability. It is not long ago that people saw intelligence as innate and immutable. You were either born intelligent or not, and your education could not do anything to change that. As a result of this idea, not so long ago, not mentally handicapped people were educated because they saw it as meaningless.

Defining intelligence as a skill means that it is an ability you can develop. Gardner does not deny the genetic component. Instead, he claims that these “potentials” will develop, depending on the human environment, experiences, education, etc.

No elite athlete reaches the top without training, no matter how good their natural abilities may be. We can say the same about mathematicians, poets or emotionally intelligent people.

That is why, according to the many intelligence models proposed by Howard Gardner, we all have the potential to develop our intelligence, supported by our abilities and our motivation.

The theory of many intelligences: 8 types of intelligence

Logical-mathematical intelligence

Gardner defines this intelligence as the ability to understand abstract relations. We use it to solve problems in logic and math. It addresses the way of thinking of the logical hemisphere, and with what our culture has always seen as the only type of intelligence (Morchio, 2004: 4).

According to Gardner (1999a), this intelligence is about:

• the ability to juggle numbers efficiently
• analyze problems logically
• investigate problems scientifically

These people like to:

• solve mysteries
• work with numbers and complex calculations
• count
• organize information in tables
• repair computers
• solve nuts and puzzles
• play video games

They can also estimate, find out and remember numbers and statistics (Armstrong, 2003) well. This is the intelligence of mathematicians, scientists, engineers and logicians (Gardner, 1999a).

Verbal-linguistic intelligence

This is the most recognized intelligence in foreign language learning and teaching. The reason is that it involves reading, writing, listening and speaking (Morchio, 2004).

This intelligence involves having a special sensitivity for oral and written language, and the ability to use language is a success in many different areas. It involves being proficient in using syntax, phonetics, semantics and pragmatic use of language (rhetoric, mnemonics, explanation and meta-language) (Morchio, 2004: 4).

People with this type of intelligence look extremely natural when explaining, teaching or persuading. Why? Because they use the language very accurately. According to Armstrong (2003), they like to spend time:

• read
• tell stories or jokes
• watch movies
• write diary
• create art
• write poems

• learn foreign languages
• play word games
• research

Thus, this is the intelligence of lawyers, writers, poets, teachers, comedians, and lecturers (Gardner, 1999a).

Musical-rhythmic intelligence

This intelligence includes “the ability to perceive musical forms” (Guzmán & Castro, 2005: 185). It means the ability to easily compose, interpret, transform and evaluate all kinds of music and sounds (Gardner, 1999a).

These people have a “sensitivity to rhythm, harmonies, tone and timbre, and sounds from nature and the environment” (Guzmán & Castro, 2005: 185). According to Armstrong (2003), the people who spend a lot of time are:

• sing
• Listen to music

• play instruments
• go to concerts
• create music
• hum while studying

To sum up, this is the intelligence of music lovers: composers, singers, sound engineers, musicians, music teachers, etc. (Guzmán & Castro, 2005).

Visual intelligence

Visual-spatial intelligence includes the ability to shape and visualize 2D and 3D images (Armstrong, 2000a). It is also the ability to understand, manipulate and change the design of both large and small areas (Gardner, 1999a).

People whose highest intelligence is visual-spatial have an easy time remembering pictures and objects instead of words. They notice car models, bicycles, clothes and hair (Armstrong, 2003).

These people like to spend time:

• draw
• scribble
• measure
• play video games
• make models
• read maps
• study optical illusions and labyrinths.

This is the intelligence of architects, pilots, sailors, chess players, surgeons and artists. It is also the intelligence of painters, graphic artists and sculptors (Gardner, 1999a).

consists of the ability to use your body (whole or only certain parts) to express ideas, learn, solve problems, perform activities or create products (Gardner, 1999; Morchio, 2004).

They are the type of people who quickly and easily absorb physical skills. They love to exercise and play sports. To put it another way, their favorite part of school is their free time or gym (Armstrong, 2003).

They can dance gracefully, act and imitate the expressions and facts of others (Armstrong, 2003). These people think as they move, and learn better when they are moving (Armstrong, 2003).

This is the type of intelligence that is usually very high in athletes, dancers, actors, surgeons, craftsmen, inventors, mechanics and other technical professions (Gardner, 1999).

Social intelligence involves the ability to focus on things that are important to other people. It means remembering the interests, motivations, worldviews, personal history and intentions of others. It often includes having the ability to predict their decisions, feelings, and actions (Armstrong, 2003; Gardner, 1993a; 2006).

People who have a naturally high social personnel intelligence like to talk, learn in groups or couples, and work or do things with people (Armstrong, 2003). They spend a lot of time helping people and volunteering for important causes (Armstrong, 2003). In addition, they are “good social conflict mediators” (Guzmán & Castro, 2005: 187).

They are good at communicating because they use both verbal and body language. They have many friends, feel true compassion for people and know how to motivate them (Armstrong, 2003). Therefore, this is the intelligence of teachers, therapists, counselors, politicians, salespeople, and religious leaders (Gardner, 2006).

Naturalistic intelligence

Naturalistic intelligence is defined as a sensitivity to natural forms and the geological properties of the earth. It involves the ability to distinguish and classify the details and elements of an urban, suburban or rural environment (Morchio, 2004).

According to Armstrong (2003), these people like to:

• camp
• go hiking
• takes care of pets
• learn and categorize the names of people, animals, plants and objects around them

This intelligence is most important for cultures that depend on hunting, fishing and harvesting. This is the intelligence of natural and social scientists, poets and artists. They can generally choose details, and use and develop their perceptual skills in their work (Gardner, 1999a).

You may have self-insight-intuitive intelligence, or a “big question” intelligence. But Gardner (2006) has not confirmed whether it is a true intelligence or not. While it satisfies almost all the criteria, it lacks one. There is no evidence that any particular part of the brain deals with philosophical, existential questions.

The main part of this intelligence is the tendency to think in questions and seek transcendental answers. These people think of things like: Why does life exist? Why does death exist? Why is it war? What happens in the future? What is love? (Gardner, 2006).

Spiritual intelligence is also part of self-insight-intuitive intelligence. Although not considered an intelligence in itself, it was actually very spiritual people interested in religious issues that inspired Gardner to explore intuitive intelligence.

It is a fact that there are people who are more skilled at meditation. These people usually have a more spiritual and mental experience (Gardner, 1999a).

To conclude, Gardner’s theory of many intelligences was a total revolution. It expands the spectrum of people we can call intelligent. Therefore, a fascinating path opens up, and invites us to think something new. That everyone has their own unique “potentials” and can succeed if they identify and develop them.

The theory of The many intelligences sees people in a positive way. Ultimately, it seems more realistic than the traditional, uni-faceted concept of intelligence.

Source list