Multiple Intelligence Definition - Research Paper Example

Multiple Intelligence Insert Insert 12 March Multiple Intelligence Introduction There are a number of definitions of the word intelligence according to various studies and scholars. In this paper, intelligence can be defined as the ability to use the acquired knowledge and skills in order to understand life problems, apply logical solutions to problems, use abstract thoughts appropriately, and able to learn and communicate effectively through proper planning and problem solving process (White, 1998). Intelligence involves the ability to reason effectively, learn properly, solve complex problems easily, and even learn difficult things quickly through the use of existing experience and knowledge (Kornhaber, 2001). According to Gardner, intelligence is the cognitive ability to apply acquired knowledge and skills in order to create something that the community can value. Again, Gardner argues that people are usually born with intelligence and each individual’s degree of intelligence capability can be measured through the use of short answer tests (Psychology book 2, n.d). In addition, intelligence involves gathering new information in order to allow people to solve problems in life, especially in their cultural settings (Gardner, 2006). Therefore, human brain is created in such a way that it allows different people to learn differently from the natural world (White, 1998). This is the main reason why individuals usually have different intelligence ability as well as interests and skills in schools and other learning centers. Actually, multiple intelligence is the main reason why students usually show disparity in examinations; where some fail while others pass well. Therefore, Gardner’s theory has a very profound impact on education and learning as will be discussed in the essay below (White, 1998). To begin with, according to Gardner’s theory of multiple intelligence, human beings have and possess all the intelligence, but to some varying degrees (Psychology book 1, n.d). Again, in order to fully understand and support our education system, we must first accept that each student has a different degree of intellectual ability and capacity, and this constitutes multiple intelligence possessed by each student in school (Psychology book 1, n.d). In addition, the theory asserts that human beings’ intelligence is usually located in various parts of the brain, and at times, works together with other brain parts or can also work independently. As a result, intelligence is what gives rise to a number of human species available globally. Furthermore, the theory of intelligence argues that human beings have nine different types of intelligences, which educators and teachers are able to nurture, promote, reinforce and strengthened in the classroom and school setup (Gardner, Csikszentmihalyi, and Damon, 2001). Firstly, there is the visual and spatial intelligence that usually allows students to have strong visual ability and the ability to organize things spatially (Gardner, 2006). Again, learners with this type of intelligence are usually able to learn faster when they see what they are being taught at the same time. Besides, such learners and students are good in analyzing maps, charts, tables, and other visual objects and materials that are used in order to support learning (Williams, Blythe, White, Sternberg, & Gardner, 1996). Secondly, there is the verbal and linguistic intelligence, which enables students the ability to speak well, as well as have good writing, reading, and listening skills in class. As a matter of fact, students who posses this kind of intelligence are those who have been discovered to enjoy most in the traditional teaching method. This is because the traditional teaching method mainly focuses on the teaching of language skills and art, thus students with good speaking, writing, reading and listening skills benefit a lot in this learning and teaching process (Smith, and Smith, 1994). Thirdly, there is the mathematical and logical intelligence that gives student the ability to have a positive attitude towards numbers, problem solving skills and high reasoning capability. This type of intelligence is usually reinforced and promoted by the traditional method of teaching and learning; student who posses this type of intelligence do benefit in such school and classroom cultural setting (Theory of Multiple Intelligence, 2013). There is also the bodily and kinesthetic intelligence, which gives students the ability to enjoy learning through various activities such as games, building, movement, and other important activities that promote learning process. Besides, students with this type rarely benefit from traditional teaching and learning method where movement and co-curricular activities involving movement are not usually encouraged. There is also the musical and rhythmic intelligence that gives learners the ability to enjoy leaning through songs, patterns, rhythms, and other musical expressions. Besides, there is also the intrapersonal intelligence, which gives children the ability to be influenced by learning process that involves their own feelings, values, and ideas. As a result, such students are more reserved and value mostly what deals with their own emotions and ideas. In addition, there is the interpersonal intelligence that mostly gives students the ability to enjoy learning in social groups and in group discussions or debates (Brualdi, 1996). It is also worth noting that there is the naturalist intelligence, which is mostly seen among students who like learning through field trips, and other outdoor activities. In most cases, these students do not usually enjoy reading and learning in the traditional classroom setup (White, 1998). Finally, there is the existentialist intelligence, whereby, students who have this intelligence usually seek to get answers about various world questions. Such students mainly enjoy reading what is applicable and giving answers to various worlds’s challenging questions such as, why people die and what happens after death (White, 1998). This group of students usually likes subjects such as philosophy, which give more explanation about world knowledge and life questions (Sternberg, 1985). Existential intelligence and existentialist On the other hand, the various existentialists are various philosophers and sociologist, theologians, life coaches and cosmologists such as, Socrates, Buddha, Jesus Christ, Wayne Dyer and St. Augustine, who have a lot of intelligence on issues dealing with spiritual knowledge and religious knowledge. Again this people had a lot of knowledge in search of world knowledge such as, why people die and what happens after death. Other scholars also proposed the ninth type of intelligence called the existential intelligence that involves religious and spiritual intelligence. Despite this, Gardner never gave more information about spiritual and religious intelligence. As a result, we can argue that despite the 8 types of intelligence that Gardner talks about, he failed to give more information about spiritual intelligence and religious intelligence (Helding, 2009). Therefore, Gardner’s theory of intelligence is important but consideration and more research is needed in order for this theory to involve other types of intelligence such as the religious and the spiritual intelligence. Furthermore, other researchers such as Helding (2009) argue that IQ test only measure students intelligence at a particular moment in time, thus cannot be used in testing the learners’ ability to learn, to solve problems and to assimilate new information (Helding, 2009). Therefore, there is more need for broader vision of education to allow teachers to use different methodologies, activities, and exercises in teaching students, rather than only focusing on intelligence acquisition, linguistic and logical intelligence as proposed by Gardner’s theory of intelligence (Helding, 2009). This shows that not all researchers and educators accept this theory globally, as it has some weaknesses. Despite these weaknesses of the theory of multiple intelligence, most educators usually use this theory in teaching. Conclusion According to Gardner’s multiple intelligence theory, there are nine types of intelligences that students can posses; thus, there is need for proper teaching and orientation of each student’s intelligence. From all these nine multiple intelligence examples, I can argue that Gardner is right to advocate for more appropriate teaching and learning methods. This is because different learners have different types of intelligence, which requires different methods of teaching as opposed to the traditional teaching method that has been used by different educators and schools in the past. Therefore, learning and teaching should be based on the student’s type of intelligence. All in all, Gardner has successfully contributed to the development of the theory of multiple intelligence. From his viewpoint, the nine types of intelligence should be properly reinforced, nurtured, and strengthened by teachers through use of appropriate teaching approaches and methods. References Gardner, H., (1996). Multiple Intelligences: Howard Gardner’s Theory. Retrieved from http://tinyurl.com/87ttndt Gardner, H. (2006). Changing Minds. The art and science of changing our own and other people’s minds. Boston MA: Harvard Business School Press. Gardner, H., Csikszentmihalyi, M. and Damon, W. (2001). Good Work: Where Excellence and Ethics Meet, New York: Basic Books. Helding, L. (2009). "Howard Gardners Theory of Multiple Intelligences,” Journal of Singing, 66 (2): 193–199. Kornhaber, M. L. (2001). ‘Howard Gardner’ in J. A. Palmer (ed.). Fifty Modern Thinkers on Education. From Piaget to the present. London: Routledge. Smith, L. G. and Smith, J. K. (1994). Lives in Education. A narrative of people and ideas. New York: St Martin’s Press. Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press. Theory of Multiple Intelligence. (2013). Theory of Multiple Intelligence. Retrieved from http://tinyurl.com/neq6z. White, J. (1998). Do Howard Gardner’s multiple intelligences add up? London: Institute of Education, University of London. Williams, W. M., Blythe, T., White, N., Li, J., Sternberg, R. J., & Gardner, H. (1996). Practical intelligence for school. New York: HarperCollins College Publishers. Psychology book 1. (N.d) (Scanned pages sent) Psychology book 2. (N.d) (Scanned pages sent) Read More