THEORY OF MULTIPLE INTELLIGENCE

Howard Gardner

Sabitha ckAssistant professor

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University.

Howard Gardner proposed this model in his 1983 book Frames of Mind: The Theory of Multiple Intelligences

Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.”

He believes each of us have all of the eight types of intelligence to varying degrees.

These multiple intelligences are related to how an individual prefers to learn and process information.

Gardner defines an intelligence as "bio psychological 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”

definition

1. Verbal/Linguistic Intelligence2. Logical-mathematical Intelligence3. Visual/Spatial Intelligence4. Bodily/Kinesthetic Intelligence 5. Musical/Rhythmic Intelligence 6. Interpersonal Intelligence 7. Intrapersonal Intelligence 8. Naturalist Intelligence

The Multiple Intelligences are:

The ability to think in words and use language express meaning or

Sensitivity to the meanings and sounds of words, mastery of syntax, appreciation of the ways language can be used (authors, journalists, speakers, poets, teachers)

Verbal/Linguistic Intelligence

The ability to carry out mathematical operations , Understanding of objects

and symbols and of actions that be performed on them and of the

relations between these actions, ability for abstraction, ability to identify problems and seek explanations (scientists, engineers, accountants)

Logical-mathematical Intelligence

The ability to think three-dimensionally Capacity to perceive the visual world

accurately, to perform transformations upon perceptions and to re-create aspects of visual experience in the absence of physical stimuli, sensitivity to tension, balance, and composition, ability to detect similar patterns (architects, artists, sailors, chess masters)

Visual/Spatial Intelligence

The ability to manipulate objects and be physically adept

Use of one’s body in highly skilled ways for expressive or goal-directed purposes, capacity to handle objects skilfully (surgeons, craftspeople, dancers, athletes, actors)

4.Bodily-kinesthetic intelligence:

A sensitivity to pitch, melody, rhythm, and tone Sensitivity to individual tones and phrases of music, an understanding of ways to combine tones and phrases into larger musical rhythms and structures, awareness of emotional aspects of music (musicians, composers, sensitive listeners)

Musical/Rhythmic Intelligence

The ability to understand and effectively interact with others

Ability to notice and make distinctions among the moods, temperaments, motivations, and intentions of other people and potentially to act on this knowledge (teachers, mental health professionals, parents, religious and political leaders)

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6.Interpersonal skills:

The ability to understand oneself Access to one’s own feelings, ability to

draw on one’s emotions to guide and understand one’s behavior, recognition of personal strengths and weaknesses (theologians, novelists, psychologists, therapists)

7.Intrapersonal intelligence

The ability to observe patterns in nature and understand natural and human-made

systemsSensitivity and understanding of plants,

animals, and other aspects of nature (farmers, botanists, ecologists, landscapers, environmentalists)

Naturalistic intelligence

."[44] Gardner believes that the purpose of schooling "should be to develop intelligences and to help people reach vocational and a vocational goals that are appropriate to their particular spectrum of intelligences. People who are helped to do so, [he] believe[s], feel more engaged and competent and therefore more inclined to serve society in a constructive way."[a]

Educational implications

Gardner's theory argues that students will be better served by a broader vision of education, wherein teachers use different methodologies, exercises and activities to reach all students, not just those who excel at linguistic and logical intelligence. It challenges educators to find "ways that will work for this student learning this topic".[46]

It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more.