In Defense of Multiple Intelligences - Term Paper Example

In Defense of Multiple Intelligences Howard Gardner’s study of multiple intelligences (MI) has swept the world off its feet in the past decade or so. Influenced by the teachings of the giants of Psychology such as Jerome Bruner, Erik Erikson, Jean Piaget, etc., Gardner has conceptualized his own theory culling from knowledge learned from his mentors and his own learning while in pursuit of his own understanding of human intelligence. The Multiple Intelligence theory has motivated educators and ordinary people to think that each person has a giftedness that makes him special in his own way. Research on MI has spread like wildfire, critically dissecting every angle and application. Basically, Gardner claims that intelligence is not limited to the cognitive domain, as traditionally conceptualized. He views it in a much broader sense to include the individual’s affective, social and creative domains. He has come up with a number of intelligences a person possesses within him, as follows: Linguistic intelligence – this has to do with how a person uses words to express himself well verbally or in print. Some people just have a natural flair for speaking or writing and keep their audience in awe of the language they use and how it influences them. This intelligence is exhibited by motivational speakers, preachers, orators, writers and journalists. Logical mathematical intelligence – this is what is usually studied by cognitive psychologists and educators, how the mind works with logic, reasoning and mathematical accuracy. This is very much related to critical thinking and analytical skills. Gardner calls it the traditional scholastic intelligence which was given too much focus in schools and intelligence tests. Musical intelligence – this is the ability to create, perform and appreciate music. Gardner rates this equivalent to the other intelligences and refuses to call them mere talents, relegated less than intelligence. This is exhibited by composers, musicians, singers and musical critics or reviewers. Spatial intelligence – this is the capacity to visualize and concretize how things will turn out from the way it was planned, and to accurately estimate space allocations. Such intelligence is displayed by architects, artists, photographers, aviators, navigators and surgeons. Bodily-kinesthetic intelligence – This is the ability to solve problems, express oneself or achieve a lot of goals using one’s body. Not everyone can be as limber and well-coordinated in doing so, unlike dancers, actors, mime artists, athletes and craftsmen. Interpersonal intelligence – involves good interpersonal and social skills. The ability to understand, motivate and relate to people from all walks of life. This is essential to businessmen, teachers, psychologists, politicians and government or religious leaders. Intrapersonal intelligence – this is one’s capacity to understand oneself and being comfortable in introspection. Not many people can be mature enough to accept one’s weaknesses, strengths, desires and fears and make the most of it. This intelligence is displayed by priests, monks, and highly matured and wise advisers. Naturalist intelligence – this intelligence bonds an individual with nature- knowing and being able to distinguish plant and animal creatures from one another and being able to feel and predict changes in the environment. This intelligence also helps one survive in the jungle. Many biologists and environmentalists possess this intelligence in abundance. Gardner admits that he is still trying to figure out the ninth intelligence which he calls Existential intelligence. This is the ability to question one’s existence in the universe, and deep pondering on existential issues such as death, love, conflict, the future of the planet, etc. This philosophical intelligence is yet to be declared as a valid addition to the accepted list of multiple intelligences due to its vastness and complicatedness and likewise the issue of its relation to certain regions of the brain. The point that Gardner wants to put across is that people possess not one but many intelligences, with one or more dominant in each person. No two people have exactly the same intelligence profile. Some may be proficient in one thing and deficient in another. These intelligences are only as good as how individuals use them to their advantage. Gardner’s theories were borne out of his research in developmental psychology and brain-based learning theories. He found connections between certain regions of the brain that were responsible for specialized intelligences. His findings deviated from long-held theories on intelligence – that there is one intelligence encompassing all thinking processes. A century ago, psychologists believed that general intelligence is inherited from biological parents, and that intelligence is not alterable. In short, what you were born with, you have to live with, as that is as good as it gets. A person’s intelligence may be measured by IQ tests and more recently by examining the shape of one’s brain or analyzing a chip on which genes are encoded. Gardner found that such a theory of intelligence discounts the existence of the creative, affective and interpersonal sides of a person which are essential to his survival. In including these, he found the concept of intelligence to be more complete, although not accurately measurable. It is only recently that tests on multiple intelligences have been conceptualized and used to cluster people together according to their abilities. These tests cannot be compared to the standardized intelligence tests in which each score measures a particular aspect of one’s intelligence, but only give the test-taker an idea of where his or her dominant intelligence lie. The consideration of other intelligences other than the logico-mathematical and linguistic intelligences traditionally emphasized, renders Gardner’s claims to be controversial. On one hand, the view that intelligence is inherited and therefore unchangeable becomes much argued. Gifted children are borne of normal, average-intelligence parents. Normal children’s intelligence may improve or not, based on their developmental growth experiences. Intelligence may likely be affected by the stimulation they get as children. Research has proven that the quality of exposure of children to rich, hands-on experiences may alter how they think. On the other hand, scholars question the scientific value of Gardner’s theories. White (2004) argues, “Gardners examples of high levels of development in the intelligences reflect his own value judgments. He has in mind the achievements of selected poets, composers, religious leaders, politicians, scientists, novelists and so on. It is Gardner’s value judgments, not his empirical discoveries as a scientist that are his starting point”. This belief is greatly influenced by the use of scientific methods and sophisticated statistical analyses to unearth truths. Until now, claims not backed up by intensive empirical research are vulnerable to criticisms. Gardner argues…”There have, of course, been many efforts to nominate and detail essential intelligences, ranging from the medieval trivium and quadrivium to …the philosopher Paul Hirst’s list of seven forms of knowledge... .. The very difficulty with these lists, however, is that they are a priori …. What I am calling for are sets of intelligences which meet certain biological and psychological specifications. In the end, the search for an empirically grounded set of faculties may fail; and then we may have to rely once more on a priori schemes, such as Hirst’s. ….” (Gardner, 1983, pp. 61-62). In essence, Gardner is saying that his conceptualization of each intelligence is indeed backed up by much research too as opposed to mere theories that need to be tested out. Gardner’s Multiple Intelligences has impacted education ever since it was publicized. It has been liberating to finally accept that all people have something to excel at, and being smart above the rest is not limited to those who do exceptionally well academically. Schools have adapted Gardner’s views of searching for competencies that each student is strong at and maximize his potentials for such skill so he gets to join the circle of the “smarts”. Some schools have simplified the intelligences to capture children’s interest in their own intelligence and motivate them to optimize their gifts. Terms such as “body smart”, “music smart” or “people smart” are held in equal esteem as “word smart” and “number smart”. That way, no one feels left out and self-confidence is generally boosted. It is comforting to think that if one has an aptitude for music, for instance, and is weak at math and science, then he can still excel at something creative and non-academic. For teachers, knowing the special intelligences of their students will enable them to adjust their teaching methodology accordingly. Math and Science may be taught using strategies that involve music, games, literature, and the like. It also makes learning so much more fun because aside from the variety of experiences the students encounter, it considers every student’s intelligence profile. Ideally, it creates a stimulating learning environment that is conducive to optimal learning and full development of human potential. 1 Gardner envisions his ideal of what schools must uphold: “Education in our time should provide the basis for enhanced understanding of our several worlds – the physical world, the biological world, the world of human beings, the world of human artifacts, and the world of the self.” (Gardner, 1999, p.158). In attempting to develop most, if not all of an individual’s intelligences, one is close to realizing Gardner’s vision. His “frames of mind” theory complements his multiple intelligence theory. In sum, he labels five frames of mind as disciplined (academic mastery of knowledge and skill); synthesizing (decides which ideas blend together in useful ways); creative (charting into new, unexplored territory); respectful (acceptance of diversity and adjustment to a variety of backgrounds) and ethical (stemming from one’s deeply held principles that serve the wider society). Blending all of Gardner’s theories may enable the world to come up with a better generation of intelligent and caring human beings.. 2 Personally, I am an advocate of Multiple Intelligences. White’s criticisms of Gardner’s views have stimulated me to be more open to all sides of the theory. It has broadened my understanding of intelligence and what people expect from it. White’s views are sound, however, in digesting the ideas fed to me from both camps, Gardner’s theories still resounded more to me. I agree with his consideration of the artistic and creative intelligences, as coming up with a creative process and product involves much of one’s intellect and emotions. Being to express oneself through art, music or literature is one way of bringing out the masterpieces people enjoy today – definitely evidences of human intelligence. 3 Having emotional intelligence is another thing most people strive for. Like Multiple Intelligence, it has been a source of debate and has propelled much research studies. It has widened my view of human potential which traditionally, was limited to cognitive ability. It is heartening to realize that Gardner has included having exceptional interpersonal skills as a mark of intelligence. I am familiar with some people who are not very cerebral in their knowledge of the world, but are wizened when it comes to understanding how people think and feel and adjust their behavior to suit another’s. 4 Even the ability to concretize abstract concepts such space in terms of visualizing it and accurately working within those spatial constraints is considered an intelligence, as how many people have such acumen for accurate estimation? I believe it involves a complicated thinking process and not mere “gut feel” or knowledge of physics to be able to be successful at it. 5 People who are not known to be intellectually smart but are good in sports or dance or creating something delicate with their hands can now be celebrated as much as the academically- gifted. Same goes for those who are reflective and even those good with plants and animals. 6 To me, the value of Multiple Intelligences does not spring from it being scientifically sound, with statistics to boot. It is the realization that every person has his own special ability that given the chance and the attention it deserves, may be used to his advantage. 7 The effect that MI attempts to highlight people’s special intelligences creates a positive, empowering attitude towards human potential. It brings back the hope that each can contribute something to make this a better place to live in. Many people have grown to be apathetic and jaded with the high expectations that society places on intelligence usually, of the cerebral kind. Now, MI offers fresh perspectives and a broader understanding that intelligence is not limited to mere “think work”. I believe MI, if understood and accepted by everyone, can bring out the best in people because it heightens our value as human beings. References Gardner, H.,(1983) Frames of Mind: the theory of multiple intelligences London: Heinemann Gardner, H.,(1999) The Disciplined Mind New York: Simon and Shuster Gardner, H. (2005) Multiple Lenses on The Mind. Paper presented at the ExpoGestion Conference, Bogota Colombia, May 25, 2005 White, J. (2004) Howard Gardner : the myth of Multiple Intelligences. Lecture at Institute of Education University of London November 17 2004 . Read More