Theory of Multiple Intelligences Developed by Howard Gardner - Research Paper Example

Theory of Multiple Intelligences Developed by Howard Gardner of the of the Theory of Multiple Intelligences Developed by Howard Gardner Introduction The theory, recognized as Multiple Intelligence’ was first developed by Howard Gardner. The concept was at first published by Howard Gardner in his book “Frames of Mind.” This theory sights human intelligence as a multifaceted web of skills that are apparent in ones products and partialities for learning. Gardner established his theory after vigilant analysis in numerous fields that study the standards and the latent of manhood. Gardner’s original theory of multiple intelligences consists of three components, seven “intelligences,” and eight supporting criteria of what comprises “intelligence.” Howard Gardner has defined Intelligence as the ability of mankind to solve problems and generate products that are appreciated within one or more social and traditional settings. Intelligence is the capability to achieve objectives while experiencing obstacles with the aid of decision making skills. Gardner’s perspective for Intelligence ensures that a human intelligence must be genuinely useful and important, which highlights an intelligence as an attribute that has real worth both within and outside a given community. The paper discusses the theory of multiple intelligences developed by Howard Gardner and describes the impact of intelligences linguistic, spatial, and naturalist on a human’s personal success. Discussion Gardner’s explanation of his theory includes the important assumption that the process of problem-solving that lays the groundwork for the acquisition of new knowledge. This process is critical in the development of bodily-kinesthetic intelligence, or motor learning, a fundamental component of vocal technique. Know-How versus Know-That cognitive science differentiates between tacit knowledge and propositional knowledge, or what Gardner colloquially terms “know-how” versus “know-that” (Gardner, 1993, 14). Simply explained, tacit knowledge (know-how) is the knowledge a person is born with, like running propositional knowledge (know-that) refers to an acquired, or more scientific knowledge of how these activities are actually carried out, like understanding the effect of mass upon velocity. The Power of the Word By Gardner’s own account, his preference for the word “intelligence” in MI Theory (rather than “gift” or “talent”) was at first a “minor lexical substitution.” The choice of this word engendered much criticism, to which Gardner has publicly responded. He stated, “I was not as careful as I should have been in distinguishing intelligences from other related concepts,” and has clarified his meaning by stating that “‘intelligence’ is a bio psychological potential that is ours by virtue of our species membership” (Gardner, 1997, 20). Gardner has also addressed the conflation of such terms as “talent” and “ability” with “intelligence” (which he sees as one of the casualties of the popular appropriation of MI Theory) by acknowledging the hierarchy inherent in the word “intelligence” (Gardner, 1993, 32). The first and most contentious result of Gardner’s “minor lexical substitution” was a confrontation with the psychological establishment that “cherishes IQ tests.” (Gardner, 1993, 32) To understand this conflict, and Gardner’s cultural role as a paradigm shifter, an exploration of a fundamental premise upon which modern notions of intelligence have long rested is needed. Gardner wryly maintains that this narrow concept of intelligence befits the attributes of a “law professor” and not much else (Gardner, 1995, 206). More disquieting is the historic devaluation and dismissal of other types of intelligences as a result of this bias. It is important to note that these two assumptions (the notion of g and that it can be quantified) still hold in the psychometric community, and that most standardized tests still focus exclusively on the linguistic/ verbal and spatial/mathematical reasoning domains. The Original Seven Intelligences Gardner’s introduction to the intelligences themselves in Frames of Mind began with this caveat: These intelligences are fictions at most useful fictions for discussing processes and abilities that (like all of life) are continuous with one another. A complete exposition on all the original intelligences (and the three that have been proposed since 1983) are readily available. What follows is a brief definition of each of Gardner’s original intelligences and some of their connections to performance art (Campbell, 2002, 82). 1. Linguistic Intelligence Most human beings possess linguistic ability and even certain sensitivities to language; the latter explains our appreciation for linguistic art, such as poetry. The poet is cited by Gardner as the embodiment of a special linguistic “intelligence,” in that the poet’s heightened sense of order, rhyme, structure, and the “music” of language is superlative to normal individuals. The greatest interpreters of art song (Ameling, Baker, Bernac, Fischer-Dieskau, among others) realized this intelligence to extraordinary artistic effect (Dewey, 2001, 207). the connection between language and music, and specifically the regions of the brain where each is processed, is the subject of much new and fascinating cognitive research and will be explored in future columns. 2. Logical-Mathematical Intelligence The connection between logical-mathematical intelligence and musical intelligence is notable. Gardner speculated on this connection by observing that mathematicians are likely drawn to music because it is a “gold mine of harmonic, metric and compositional patterns” (Veronica, 2009, 200). He cautioned that “interest is not the same as skill or talent,” and observed that “the imputed link rarely works the other way. Gardner also importantly noted the bias toward Western classical music in this assumed link, a bias that was apparent in his own original definition of musical intelligence. 3. Spatial Intelligence Spatial intelligence may be at work when processing musical notation; if so, a student with a poorly developed spatial intelligence may struggle with interpreting these symbols as visual representations of melodic and rhythmic contour. Spatial intelligence may impact musical expression, because performers, as recreators of a composer’s work, must deal with the architectural aspects of music by guiding the overall arc of a work of music. Singing actors must be able to visualize a choreographer’s directions in order to bring a stage director’s visual concept to life through movement. 4. Bodily-kinesthetic Intelligence Bodily-kinesthetic intelligence is used by dancers, acrobats, singers, instrumentalists, athletes. It also includes the ability to physically manipulate an object, such as the bow of a violinist and the club of a golfer. While there is nothing controversial or complicated in this description, its inclusion as a bona fide intelligence strikes at a core precept of Western thought, the so-called “mind-body” problem (Veronica, 2009, 200). It is significant that this philosophy obtains almost exclusively in the Western world, and this separation is virtually unknown in so called “non-developed” cultures. The mind-body problem has dogged Western culture since the ancient Greek philosophers first wrestled with it. In cognitive science, advances in the field of motor learning may have been inhibited by this problem. 5. Interpersonal Intelligence & Intrapersonal Intelligence The duo of personal intelligences is sometimes referred to in derivative literature as “emotional intelligences.” Gardner noted their blatant omission as subjects in cognitive studies and made the sensible case for their “worthiness” as subjects, based upon their critical importance to human life. Gardner noted that the result of poor personal intelligences can have disastrous consequences, whereas the decision to employ (or not) one’s linguistic or mathematical intelligence is not always so “heavily charged” (Erickson, 2005, 115). 6. Musical Intelligence Gardner named music a distinct and “autonomous” intelligence, because it does not depend upon the physical world, like bodily-kinesthetic intelligences, nor human introspection and interaction, as do the personal intelligences. Developmental psychologists agree that one of the earliest talents to emerge in the developing child is musical. Gardner noted that, except among children whose parents create musical opportunities for them (e.g., private lessons, participation in ensembles), for most children “there is little further musical development after the school years begin” (Armstrong, 1994, 77). This may seem merely regrettable, but when contrasted with the development of language, should be deplored by all who are concerned with human development. Conclusion In conclusion, we can say that those who believe that differences in early opportunities and training are the real determinants of musical. Excellence may find accord with the challenge to the notion of talent itself put forth by the cognitive research team of Michael Howe, though possibly not their blunt conclusion: Innate talents are, we think, a fiction, not a fact. I believe Gardner offers a more credible solution to the nature-vs.-nurture dichotomy. I reject the “nature-nurture” dichotomy, as do most other biologically informed scientists. Instead, I stress the constant and dynamic interaction, from the moment of conception, between genetic and environmental factors. Guiding this dynamic interaction with every student is a veritable job description for music educators, who daily encounter what Gardner calls the surprising variety of neural representations of musical ability found in human beings. This variety is brilliantly expressed in music’s interconnection with the other intelligences, a hallmark of music’s uniqueness. An examination of these connections and their significance in the voice studio will comprise the subject of the next installment of Mindful Voice. References Armstrong, T. (1994). Multiple Intelligences in the Classroom, Alexandria VA: Association for Supervision and Curriculum Development, 77. Campbell, L. (2002). Teaching and Learning through Multiple Intelligences, Stanwood, WA: Campbell & Associates, 82. Dewey, J. (2001). The School and Society [and] The Child and the Curriculum: A Centennial Edison, Chicago: University of Chicago Press, 207. Erickson, L. (2005). Stirring the Head, Heart, and Soul: Redefining Curriculum and Instruction, Thousand Oaks, CA: Corwin Pros, 115. Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences, New York: Basic Books, Harper Collins, 14. Gardner, H. (1993). Multiple Intelligences: The Theory in Practice, New York: Basic Books, Harper Collins, 32. Gardner, H. (1995). "Reflections on Multiple Indigence: Myths and Messages," Phi Delta Kapan 77, no. 3: 206. Gardner, H. (1997). "Multiple Intelligences as a Partner in School Improvement," Educational Leadership 55, no. 1: 20. Veronica, B. (2009). "Teaching for Understanding: In the Disciplines and Beyond," Teachers College Record 96, no. 2: 200. Read More