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Frames Of Mind: The Theory Of Multiple Intelligences Paperback – April 21, 1993

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Editorial Reviews

About the Author

Howard Gardner is the John H. and Elisabeth A. Hobbs Professor in Cognition and Education at the Harvard Graduate School of Education. Among numerous honors, Gardner received a MacArthur Prize Fellowship in 1981. In 1990, he was the first American to receive the University of Louisville's Grawemeyer Award in education. In 2000, he was awarded a Guggenheim Fellowship. He lives in Cambridge, Massachusetts.

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Product Details

  • Paperback: 496 pages
  • Publisher: Basic Books; 10th edition (April 21, 1993)
  • Language: English
  • ISBN-10: 0465025102
  • ISBN-13: 978-0465025107
  • Product Dimensions: 9.3 x 6.1 x 1.3 inches
  • Shipping Weight: 1.6 pounds
  • Average Customer Review: 4.1 out of 5 stars  See all reviews (56 customer reviews)
  • Amazon Best Sellers Rank: #731,515 in Books (See Top 100 in Books)

Customer Reviews

4.1 out of 5 stars

Most Helpful Customer Reviews

150 of 155 people found the following review helpful By FrKurt Messick HALL OF FAMEVINE VOICE on May 25, 2003
Format: Paperback
Howard Gardner's `Frames of Mind: The Theory of Multiple Intelligences' is a fascinating book that helps to explain how and why different people seem to learn in different ways and possess different skills and talents. Gardner's main thesis throughout the text is that there is not one thing called intelligence, but rather several different types of intelligence that work together (or, sometimes, play together) inside each person's overall intellectual development and structure.
Gardner begins his discussion with an overview of the idea of multiple intelligences. The idea of different kinds of intelligence is hardly new, as Gardner concedes, but that idea having been formed, it is rarely carried forward save by the most innovative of teachers and thinkers. Why does a person, for instance, remember particular teachers from elementary or secondary school days rather clearly, while others not at all? Beyond the subject matter and interest, there is a manner of teacher connecting with the student that taps into dominant and active kinds of intelligence, despite the subject matter at hand.
Potential Isolation by Brain Damage
This establishes an autonomy of the function of a particular kind of intelligence from others, thus helping demonstrate uniqueness and separation.
The Existence of Idiot Savants, Prodigies, etc.
That certain kinds of intelligence can be highly developed in some to an extraordinary level also helps demonstrate uniqueness - for instance, rarely is the musical genius likewise a genius in all (or even many) other intellectual areas.
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78 of 91 people found the following review helpful By Paulybrooklyn VINE VOICE on March 3, 2007
Format: Paperback
While Gardner should be commended for attempting to create a more complex description of human intelligence than the traditional I.Q. measures, his taxonomy is still pretty crude. It is the neurological equivalent of the medieval earth, water, fire and air. He proposes that there are discrete types of intelligence that operate independently of each other; I believe that cognition is a lot messier than that and it is impossible to neatly separate different kinds of thinking.

Musicians, for instance, must perpetually employ "kinesthetic intelligence" as well as "musical intelligence" simply to manipulate their instruments or voices. There is also frequent overlapping between "musical intelligence" and "linguistic intelligence". The great tenor saxophonist Coleman Hawkins stressed the importance of playing the lyrics, or using the words of a composition to guide the way he played. Certainly for blues, folk and rap performers it is impossible to separate language from music. Conversely, writers use musical elements such as rhythm, repetition and assonance in their work. The same elements are an integral part of spoken language (with the addition of performative vocal musical qualities), as demonstrated by great orators such as Martin Luther King, Jr. and Franklin Roosevelt.

There are many other examples of how inextricably bound Gardner's proposed modes of thinking are. Einstein stated that in addition to being able to move numbers around and think abstractly, it was his ability to visualize concepts, to "think in pictures", that enabled him to develop his theories.

On the other hand, Gardner also oversimplifies the enormous complexity that involves each type of intelligence he lists.
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36 of 42 people found the following review helpful By A Customer on May 21, 1999
Format: Paperback
Gardner's book is very well written. Although I am a layman in the psychological field, it was easy for me to understand the book. The empirical method Gardner used, is good in this respect. Intelligence is far more complicated than IQ-rating suggests. Gardner puts some very relevant question marks to IQ-testing. In my opinion IQ-rating is a cultural phenomenon. It measures aspects of intelligence that are most relevant in our Western world: logical-mathematical and linguistic intelligence. Culture is changing and more attention is given to other intelligence, e.g. interpersonal intelligence. Recently we bought for our children the software game LEGO Island. I was surprised to read that in this game the results of the Harvard Project Zero on multiple intelligence were used. Every character in this game is outstanding in one of the seven intelligences Gardners describes in his book.
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15 of 18 people found the following review helpful By Tim Orr on August 7, 2001
Format: Paperback
Dr. Gardner endeavors to offer a new paradigm on how one should look at a child's intelligence. The premise of his theory is not that if you're smart, but how you're smart. In this book he shows that there are seven intelligences (Keep in mind that this resource was written in 1983). Dr. Gardner has since come up with two more intelligences - those being the naturalistic and existential intelligence. His theory is diffreent from the old paradigm that only considered the logical mathamatical and verbal linguistic intelligences. When applied, this theory can be very productive in the classroom. Several resources have come out since, sowing how one can incorporate the multiple intelligences theory in ones classroom.
If I had to make one criticism of the book it would be his writing style. His audience is the educational theorist, and at times the book can be somewhat difficult to comprehend - e.g. the chapter on the biological foundations of intelligence. But overall, it is a good resource.
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