MULTIPLE INTELLIGENCE

[brajesh kumar]

The theory of multiple intelligences was developed in
1983 by Dr. Howard Gardner, professor of education at
Harvard University. It suggests that the traditional
notion of intelligence, based on I.Q. testing, is far
too limited. Instead, Dr. Gardner proposes eight
different intelligences to account for a broader range
of human potential in children and adults. These
intelligences are:
bullet Linguistic intelligence ("word smart"):
bullet Logical-mathematical intelligence
("number/reasoning smart")
bullet Spatial intelligence ("picture smart")
bullet Bodily-Kinesthetic intelligence ("body smart")
bullet Musical intelligence ("music smart")
bullet Interpersonal intelligence ("people smart")
bullet Intrapersonal intelligence ("self smart")
bullet Naturalist intelligence ("nature smart")

Dr. Gardner says that our schools and culture focus
most of their attention on linguistic and
logical-mathematical intelligence. We esteem the
highly articulate or logical people of our culture.
However, Dr. Gardner says that we should also place
equal attention on individuals who show gifts in the
other intelligences: the artists, architects,
musicians, naturalists, designers, dancers,
therapists, entrepreneurs, and others who enrich the
world in which we live. Unfortunately, many children
who have these gifts don’t receive much reinforcement
for them in school. Many of these kids, in fact, end
up being labeled "learning disabled," "ADD (attention
deficit disorder," or simply underachievers, when
their unique ways of thinking and learning aren’t
addressed by a heavily linguistic or
logical-mathematical classroom. The theory of multiple
intelligences proposes a major transformation in the
way our schools are run. 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 (see Multiple Intelligences
in the Classroom). The good news is that the theory of
multiple intelligences has grabbed the attention of
many educators around the country, and hundreds of
schools are currently using its philosophy to redesign
the way it educates children. The bad new is that
there are thousands of schools still out there that
teach in the same old dull way, through dry lectures,
and boring worksheets and textbooks. The challenge is
to get this information out to many more teachers,
school administrators, and others who work with
children, so that each child has the opportunity to
learn in ways harmonious with their unique minds
The theory of multiple intelligences also has strong
implications for adult learning and development. Many
adults find themselves in jobs that do not make
optimal use of their most highly developed
intelligences (for example, the highly
bodily-kinesthetic individual who is stuck in a
linguistic or logical desk-job when he or she would be
much happier in a job where they could move around,
such as a recreational leader, a forest ranger, or
physical therapist). The theory of multiple
intelligences gives adults a whole new way to look at
their lives, examining potentials that they left
behind in their childhood (such as a love for art or
drama) but now have the opportunity to develop through
courses, hobbies, or other programs of
self-development.
The following list summarizes several of the
alternative views as to how the MI model can be used
to serve the needs of language learners within a
classroom setting.
PLAY TO STRENGTH:If you want an athelete or amusician
or a student having some of these talents,structure
the learning material for each individual around these
strengths.
VARIETY IS THE SPICE
PICK A TOOL TO SUIT THE JOB
ALL SIZES FIT ONE
ME AND MY PEOPLE

Each of these views has strengths and weaknesses, some
of a theoretical,some of a pedagogical,and some of a
practical nature.It seems that potential MI teachers
need to consider each of these possible applications
of MI theory in the of their individual teaching.

MI sequence follows four stages.
Stage1.AWAKEN THE INTELLIGENCE
Stage2.AMPLIFY THE INTELLIGECE
Stage3.TEACH WITH/FOR INTELLIGENCE
Stage4.TRANSFER OF THE INTELLIGENCE

Multiple intelligence reflects a learner-based
philosophy
that characterizes human intelligence as having
multiple dimensions that must acknowledged and
developed in education.Traditional IQ OR intelligence
tests are based on a test called the
Stanford-Binet,founded on the idea that intelligence
is a single,unchanged, inborn
capacity.However,traditional IQ TESTS,while still
given to most school children,are increasingly being
chalanged by the Multiple intelligence Movement .MI is
based on the work of Howard Gardner of the Harvard
Graduate School School of education (Gardner1993).
Gardner notes that traditional IQ tests measure only
logic and language,yet the brain has other equally
important types of intelligence.Gardner argues that
all
humans have thesr intelligences, but people differ in
the
strengths and combinations of intelligences.He
believes that all of them can be enhanced through
training and practice.

Grdrner points eight native"INTELLIGENCES,"which are
described as follows:

LINGUISTIC:the ability to use language in special and
creative ways,which is something
lawers,writers,editors,and interpreters are strong in

MATHEMATICAL: the ability to think rationally,often
found with doctors,engineers, programmers,and
scientists

SPATIAL:the ability to form mental models of the word,
something architects,decorators,sculptors,and painters
are good at.

MUSICAL:a good ear for music,as is strong in singers
and composers

KINESTHETIC: having a well cooridinated body,something
found in atheletes and craftspersons

INTERPERSONAL:the ability to work well with
people,which is strong in salespersons,politicians,and
teachers.

INTRAPERSONAL: the ability to understand oneself and
apply one's talent successfully,which leads to happy
and well adjusted people in all areas of life.

NATURALIST: the ability to understand and organize the
patterns of nature.
tale
The Natural Genius of Children

Every child is a genius. That doesn’t mean that every
child can paint like Picasso, compose like Mozart, or
score 150 on an I.Q. test. But every child is a genius
according to the original meanings of the word
"genius," which are: "to give birth" (related to the
word genesis) and "to be zestful or joyous," (related
to the word genial). Essentially, the real meaning of
genius is to "give birth to the joy" that is within
each child. Every child is born with that capacity.
Each child comes into life with wonder, curiosity,
awe, spontaneity, vitality, flexibility, and many
other characteristics of a joyous being. An infant has
twice as many brain connections as an adult. The young
child masters a complex symbol system (their own
native language) without any formal instructions.
Young children have vivid imaginations, creative
minds, and sensitive personalities. These youthful
traits are highly valued from an evolutionary
perspective: the more species evolve, the more they
carry youthful traits into adulthood (a process called
"neotony" or "holding youth"). It is imperative that
we, as educators and parents, help preserve these
genius characteristics of children as they mature into
adulthood, so those capacities can be made available
to the broader culture at a time of incredible change.

Unfortunately, there are strong forces working at
home, in the schools, and within the broader culture,
to stifle these genius qualities in children. Many
children grow up in homes which put an active damper
on the qualities of genius. Factors in the home like
poverty, depression and anxiety, pressure on kids to
grow up too soon, and rigid ideologies based on hate
and fear, actively subdue the qualities of genius in
childhood such as playfulness, creativity, and wonder.
Schools also put a damper on childhood genius through
testing (creativity can’t thrive in an atmosphere of
judgment), labeling of kids as learning disabled or
ADD, boring teachers, and regimented curriculum.
Finally, the broader culture, especially mass media,
represses the genius in our children through its
constant onslaught of violence, mediocrity, and
repugnant role models.

The good news is that there is much that a teacher or
parent can do to help children reawaken their natural
genius. First, and most importantly, adults need to
reawaken their own natural genius—find within
themselves the sourcewaters of their own creativity,
vitality, playfulness, and wonder. For when children
are surrounded by curious and creative adults, they
have their own inner genius sparked into action.
Second, adults need to provide simple activities to
activate the genius of children. Something as simple
as a story, a toy (Einstein said that a simple
magnetic compass awakened his love of learning at the
age of four), a visit to a special place, or a
question, can unlock the gates to a child’s love of
learning. Third, create a "genial" atmosphere at home
or school, where kids can learn in a climate free from
criticism, comparison, and pressure to succeed. Treat
each child as a unique gift from God capable of doing
wonderful things in the world . Finally, understand
that each child will be a genius in a totally
different way from another child. Forget the standard
I.Q. meaning of genius, and use models like the theory
of multiple intelligences to help kids succeed on
their own terms. By following these simple guidelines
for awakening each child’s natural genius, you will be
contributing immeasurably to the welfare of your
children and to the world they will inherit someday.

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