The Theory Of Multiple Intelligences
Are there really eight ways to be smart?
Gardner, a psychologist and professor of education at Harvard University, introduced the theory in his 1983 book FRAMES OF MIND: THE THEORY OF MULTIPLE INTELLIGENCES, but it was not until a decade later, when he published MULTIPLE INTELLIGENCES: THE THEORY IN PRACTICE, that his ideas got extensive media attention. His books describe each of the "intelligences" in depth. Each of these "intelligences," he says, is independent of the others, each has its own neurological basis, and each is equally important."Teachers already know that students learn in a variety of ways," says Mindy Kornhaber, an education researcher at Harvard University. "They don't just learn via 'general intelligence,' which is what I.Q. is sometimes said to measure." Kornhaber is investigating how the theory is used in schools at Gardner's Harvard-based research group, Project Zero. "I think that people are gravitating towards a recognition that children could be better served by recognizing the diversity of abilities they possess, rather than ignoring some of the abilities they possess," she says.
Author and educator Howard Gardner has proposed a set of eight "intelligences," which he defines as abilities to solve problems or fashion products that are valued in a culture.
Below are brief descriptions of all eight, along with ways children commonly display them.
Linguistic intelligence: A facility for written and spoken language. Young children might demand story after story at bedtime. Older children have strong vocabularies, love telling jokes and stories, and can get so lost in a book that they almost forget about dinner.
Logical-mathematical intelligence: This is the ability that I.Q. tests measure, along with linguistic skill. Young children are always asking how things work, and they learn to count easily. Older children are skilled at math and science, enjoy puzzles and recognize patterns in the world around them.
Spatial intelligence: These children are adept at visualizing and creating pictures and objects. Young children might build cities out of blocks and create impromptu murals on the kitchen walls. Older children are good with maps, create accurate drawings and may find it easier to learn material that is presented in images rather than words.
Musical intelligence: Young children can be heard banging on pots or singing nonsense songs to themselves in the bathtub. Older children have a good memory for lyrics, wince when their parents sing "Happy Birthday" off key, and play an instrument well.
Bodily-kinesthetic intelligence: Young children have a hard time sitting still and are well coordinated. Older children may be good dancers or athletes, or particularly good at mimicking the teacher.
Interpersonal intelligence: This is the ability to understand and work with others. Young children play well with other children and hate to be left alone. Older children may seem to be natural leaders, pick up on subtle social cues and know how to put someone at ease.
Intrapersonal intelligence: Insight into oneself. Young children can be left on their own to play happily, and may be a bit shy or stubborn. Older children may keep a journal, express strong emotions and well-developed opinions, and seem blithely unconcerned by other kids' notions of what's "in" and "out."
Naturalist intelligence: The most recently added intelligence, and one that may seem more like an interest than a skill. Gardner defines it as an ability to recognize and classify elements of the natural world. Young children may be fascinated by all kinds of creatures, including the ants crawling along a picnic blanket. Older children love to learn the names of trees and flowers, and have a good eye for the differences between them. They spend hours compiling science reports on their favorite animals and exotic plants.
"If you are praising kids for having 'intelligences' that are not academic, that could lead to a neglect of academics," says E.D. Hirsch, author of THE SCHOOLS WE NEED AND WHY WE DON'T HAVE THEM. Kornhaber, shares some of those concerns. "I think what happens in some cases is people become very celebratory about multiple intelligences.
Kornhaber however maintains that there is a place for all of Gardner's intelligences. "You can't just focus on weaknesses all the time without ultimately making school a very defeating and overwhelming experience," she says. "On the other hand, it's a disservice to children to say, 'Well, you're good at everything but reading, so we're not going to focus on reading,' because the society at large values reading."
Article Source: FamilyFun.com
Article Link: http://familyfun.go.com/parenting/learn/assess/feature/dony107multintel/dony107multintel
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