Summary:
This theory was developed by Dr. Howard Gardner an education professor at Harvard University. His theory states that people have a broad range of intelligences, eight to be exact. Those intelligences include: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal (social skills), intrapersonal (self-reflective), and naturalist. “MI theory also stresses that the interaction among these intelligences is important for understanding how people’s minds work” (Gardner and Moran, 2006, p.228)
Gardner established his theory by researching the findings of studies done in the areas of “…cognitive and developmental psychology, differential psychology, neuroscience, anthropology, and cultural studies” (Gardner & Moran, 2006, p.227) By using these findings he established eight criteria needed to determine the intelligences included in his theory.
The criteria includes the “potential isolation by brain damage, the existence of idiots savants, prodigies and other exceptional individuals, an identifiable core operation or set of operations, a distinctive development history, along with a definable set of 'end-state' performances, an evolutionary history and evolutionary plausibility, support from experimental psychological tasks, support from psychometric findings, and susceptibility to encoding in a symbol system. (Gardner, 1983, p.62-69).
Implications on Education:
Our current school system is set up to focus most of the days learning on reading information from a given text, then taking a written exam based on that information. However the reality is that most of us learn through a variety of ways which include speaking, manipulating objects, observing, interaction, drawing, etc. This is why Gardner calls “… on educators to take advantage of this multiplicity of intelligences. Teachers should fashion teaching and learning so that all students have the chance to learn and to demonstrate what they have learned-not just those students who happen to be gifted with words and numbers’ (Gardner, 2000 p.33).
“It should be stressed that Gardner himself has never put for an educational recipe grown out of MI theory. At most, he has indicated some general implications- individualizing education, approaching topics through multiple entry point – that are consistent with the theory” (Gardner and Moran, 2006, p.229) It is up to educators to decide if doing the aforementioned is beneficial to one’s classroom and overall student learning.
In order to use the Multiple Intelligence theory an educator must “…first state their educational goals and values. Only when educators clearly state and agree upon their larger goals- to teach for understanding, to prepare individuals for the world beyond school, to develop each person’s potential fully, and to make sure that students master core knowledge- does it make sense to ask ‘ can MI be useful in pursuit of this goal? If so how?” (Gardner, 1997, p.21).
Gardner established his theory by researching the findings of studies done in the areas of “…cognitive and developmental psychology, differential psychology, neuroscience, anthropology, and cultural studies” (Gardner & Moran, 2006, p.227) By using these findings he established eight criteria needed to determine the intelligences included in his theory.
The criteria includes the “potential isolation by brain damage, the existence of idiots savants, prodigies and other exceptional individuals, an identifiable core operation or set of operations, a distinctive development history, along with a definable set of 'end-state' performances, an evolutionary history and evolutionary plausibility, support from experimental psychological tasks, support from psychometric findings, and susceptibility to encoding in a symbol system. (Gardner, 1983, p.62-69).
Implications on Education:
Our current school system is set up to focus most of the days learning on reading information from a given text, then taking a written exam based on that information. However the reality is that most of us learn through a variety of ways which include speaking, manipulating objects, observing, interaction, drawing, etc. This is why Gardner calls “… on educators to take advantage of this multiplicity of intelligences. Teachers should fashion teaching and learning so that all students have the chance to learn and to demonstrate what they have learned-not just those students who happen to be gifted with words and numbers’ (Gardner, 2000 p.33).
“It should be stressed that Gardner himself has never put for an educational recipe grown out of MI theory. At most, he has indicated some general implications- individualizing education, approaching topics through multiple entry point – that are consistent with the theory” (Gardner and Moran, 2006, p.229) It is up to educators to decide if doing the aforementioned is beneficial to one’s classroom and overall student learning.
In order to use the Multiple Intelligence theory an educator must “…first state their educational goals and values. Only when educators clearly state and agree upon their larger goals- to teach for understanding, to prepare individuals for the world beyond school, to develop each person’s potential fully, and to make sure that students master core knowledge- does it make sense to ask ‘ can MI be useful in pursuit of this goal? If so how?” (Gardner, 1997, p.21).
Implementation of Technology:
It is very possible to relate or connect technology to MI theory as long as educators set a clear goal and select appropriate media to help them achieve that goal. One example given by Gardner states that if an educator’s goal is to teach students about the Civil War the teacher can use the internet and videos. Through this media one could present documents, photographs, films and even interactive activities that can engage all students. “The new technologies make the materials vivid, easy to access, and fun to play with- and they readily address the multiple ways of knowing that humans possess” (Gardner, 2000, p.35).
References
Gardner, Howard (1983) Frames of Mind: The theory of multiple intelligences,p.62-6 New York: Basic Books.
Gardner, H. (1997) “Multiple Intelligence as a Partner in School Improvement”. Educational Leadership v55, p.20-21.
Gardner, H. (2000) “Can Technology Exploit Our Many Ways of Knowing?”. The Digital Classroom. p.33-35
Gardener, H., & Moran, S. (2006) “The Science of Multiple Intelligence Theory: A Response to Lynn Waterhouse”. Educational Psychologist,41 (4), 227-232
It is very possible to relate or connect technology to MI theory as long as educators set a clear goal and select appropriate media to help them achieve that goal. One example given by Gardner states that if an educator’s goal is to teach students about the Civil War the teacher can use the internet and videos. Through this media one could present documents, photographs, films and even interactive activities that can engage all students. “The new technologies make the materials vivid, easy to access, and fun to play with- and they readily address the multiple ways of knowing that humans possess” (Gardner, 2000, p.35).
References
Gardner, Howard (1983) Frames of Mind: The theory of multiple intelligences,p.62-6 New York: Basic Books.
Gardner, H. (1997) “Multiple Intelligence as a Partner in School Improvement”. Educational Leadership v55, p.20-21.
Gardner, H. (2000) “Can Technology Exploit Our Many Ways of Knowing?”. The Digital Classroom. p.33-35
Gardener, H., & Moran, S. (2006) “The Science of Multiple Intelligence Theory: A Response to Lynn Waterhouse”. Educational Psychologist,41 (4), 227-232
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