[Multi Dimensional Intelligence Pdf Download
Luther Lazaro
The theory of multiple intelligences proposes the differentiation of human intelligence into specific intelligences, rather than defining intelligence as a single, general ability.[1] The theory has been criticized for its lack of empirical evidence, its dependence on subjective judgement and its overall unscientific nature.[2][3]
In Frames of Mind: The Theory of Multiple Intelligences (1983) and its sequels, Howard Gardner proposed eight sets of abilities that manifest multiple intelligences.[5] Gardner suggested that each individual may possess all of the below forms of intelligence to some extent, but that there is always a dominant, or primary, form. Gardner granted each of the different forms of intelligence equal importance, and he proposed that they have the potential to be nurtured and so strengthened, or ignored and weakened. There have been various critiques of Gardner's work, however, predominantly due to the lack of empirical evidence used to support his thinking. Furthermore, some have suggested that the 'intelligences' refer to talents, personality, or ability rather than a distinct form of intelligence.[6]
This area of intelligence is sensitive to the sounds, rhythms, and tones of music. People with musical intelligence normally have good Pitch [(music) pitch] or might possess absolute pitch, and are able to sing, play musical instruments, and compose music. They are sensitive to rhythm, pitch, meter, tone, melody or timbre.[7][8]
People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates.[8] Verbal ability is one of the most g-loaded abilities.[9]This type of intelligence is measured with the Verbal IQ in WAIS-IV.
This area has to do with logic, abstractions, reasoning, numbers and critical thinking.[8] This also has to do with having the capacity to understand the underlying principles of some kind of causal system.[7] Logical reasoning is closely linked to fluid intelligence and to general intelligence (g factor).[10]
The core elements of the bodily-kinesthetic intelligence are control of one's bodily motions and the capacity to handle objects skillfully.[8] Gardner elaborates to say that this also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses.
Gardner believes that careers that suit those with high bodily-kinesthetic intelligence include: athletes, dancers, musicians, actors, builders, police officers, and soldiers. Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence.[11]
Physical intelligence, also known as bodily-kinesthetic intelligence, is any intelligence derived through physical and practiced learning such as sports, dance, or craftsmanship. It may refer to the ability to use one's hands to create, to express oneself with one's body, a reliance on tactile mechanisms and movement, and accuracy in controlling body movement. An individual with high physical intelligence is someone who is adept at using their physical body to solve problems and express ideas and emotions.[12] The ability to control the physical body and the mind-body connection is part of a much broader range of human potential as set out in Howard Gardner's Theory of multiple intelligences.[13]
In theory, individuals who have high interpersonal intelligence are characterized by their sensitivity to others' moods, feelings, temperaments, motivations, and their ability to cooperate to work as part of a group. According to Gardner in How Are Kids Smart: Multiple Intelligences in the Classroom, "Inter- and Intra- personal intelligence is often misunderstood with being extroverted or liking other people".[14] "Those with high interpersonal intelligence communicate effectively and empathize easily with others, and may be either leaders or followers. They often enjoy discussion and debate." Gardner has equated this with emotional intelligence of Goleman.[15]
This area has to do with introspective and self-reflective capacities. This refers to having a deep understanding of the self; what one's strengths or weaknesses are, what makes one unique, being able to predict one's own reactions or emotions.
From the beginning Howard Gardner has stated that there may be more intelligences beyond the original six identified in 1983. That is why the Naturalist was added to the list in 1999. Several other human capacities were rejected because they do not meet enough of the criteria including personality characteristics such as humor, sexuality and extroversion.
Gardner declined in his 1999 book to include spiritual intelligence, but suggested that an "existential" intelligence may be a useful construct that further research might clarify. The hypothesis of an existential intelligence has been further explored by educational researchers.[19] At present there is insufficient evidence to support its inclusion on the list of validated intelligences and instead suggest that it is better labeled as "existential thinking". Of course, this is a valued form of human thought but there are two specific problems with its identification as a unique intelligence. First, there is insufficient evidence indicating it is processed by a coherent neural system. Second, there is no practical method of determined levels of skill and ability for existential thought and action (cite forthcoming).
Within his Theory of Multiple Intelligences, Gardner stated that our "educational system is heavily biased towards linguistic modes of intersection and assessment and, to a somewhat lesser degree, toward logical quantities modes as well". His work went on to shape educational pedagogy and influence relevant policy and legislation across the world; with particular reference to how teachers must assess students' progress to establish the most effective teaching methods for the individual learner. Gardner's research into the field of learning regarding bodily kinesthetic intelligence has resulted in the use of activities that require physical movement and exertion, with students exhibiting a high level of physical intelligence reporting to benefit from 'learning through movement' in the classroom environment.[22]
Although the distinction between intelligences has been set out in great detail, Gardner opposes the idea of labelling learners to a specific intelligence. Gardner maintains that his theory should "empower learners", not restrict them to one modality of learning.[23] According to Gardner, an intelligence is "a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture".[24] According to a 2006 study, each of the domains proposed by Gardner involves a blend of the general g factor, cognitive abilities other than g, and, in some cases, non-cognitive abilities or personality characteristics.[25]
Gardner defines an intelligence as "bio-psychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture".[26] According to Gardner, there are more ways to do this than just through logical and linguistic intelligence. Gardner believes that the purpose of schooling "should be to develop intelligences and to help people reach vocational and avocational goals that are appropriate to their particular spectrum of intelligences. People who are helped to do so, [he] believe[s], feel more engaged and competent and therefore more inclined to serve society in a constructive way."[a]
Gardner contends that IQ tests focus mostly on logical and linguistic intelligence. Upon doing well on these tests, the chances of attending a prestigious college or university increase, which in turn creates contributing members of society.[27] While many students function well in this environment, there are those who do not. Gardner's theory argues that students will be better served by a broader vision of education, wherein teachers use different methodologies, exercises and activities to reach all students, not just those who excel at linguistic and logical intelligence. It challenges educators to find "ways that will work for this student learning this topic".[28]
James Traub's article in The New Republic notes that Gardner's system has not been accepted by most academics in intelligence or teaching.[29] Gardner states that "while Multiple Intelligences theory is consistent with much empirical evidence, it has not been subjected to strong experimental tests ... Within the area of education, the applications of the theory are currently being examined in many projects. Our hunches will have to be revised many times in light of actual classroom experience."[30]
Jerome Bruner agreed with Gardner that the intelligences were "useful fictions", and went on to state that "his approach is so far beyond the data-crunching of mental testers that it deserves to be cheered."[31]
George Miller, a prominent cognitive psychologist, wrote in The New York Times Book Review that Gardner's argument consisted of "hunch and opinion" and Charles Murray and Richard J. Herrnstein in The Bell Curve (1994) called Gardner's theory "uniquely devoid of psychometric or other quantitative evidence".[32]
In spite of its lack of general acceptance in the psychological community, Gardner's theory has been adopted by many schools, where it is often conflated with learning styles,[33] and hundreds of books have been written about its applications in education.[34] Some of the applications of Gardner's theory have been described as "simplistic" and Gardner himself has said he is "uneasy" with the way his theory has been used in schools.[35] Gardner has denied that multiple intelligences are learning styles and agrees that the idea of learning styles is incoherent and lacking in empirical evidence.[36] Gardner summarizes his approach with three recommendations for educators: individualize the teaching style (to suit the most effective method for each student), pluralize the teaching (teach important materials in multiple ways), and avoid the term "styles" as being confusing.[36]
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