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Multiple Intelligences: New Horizons in Theory and Practice

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Gardner is a witty author with strikingly brilliant mind and admirable reverence toward the human divinity. In his book, Gardner manifests the notion of intelligence, as a bio-psychological potential, a computational capacity and a mental chemistry set and subsequently sheds lights on the commonly misconceived concept of intelligence as a one-dimensional human potential, characterized by the g or IQ metrics.

With his eloquent style, Gardner articulates the social, educational and psychological impacts of the multiple-intelligence theory rendering speculation on how intelligence shows its multifaceted attributes in various forms such as Mathematical-Logical, Kinesthetic, Musical, IntEr-personal, IntrA-personal, Linguistic, Spatial, Naturalistic and Existentialist abilities.

Upon reading the book, I found some interesting answers to my life-long inquiries regarding to the intelligence such as;

1. Why individuals with strong abilities in certain areas of mathematics, such as algebra or probability theory do not necessarily indicate strengths in other areas of mathematical sciences such as geometry or topology?

2. How the society can take advantage of the MI theory to bridge between the ethical values and individuals' capacities.

3. How a creative educator can achieve the "understanding" by exercising various avenues, such as foundational, quantitative, aesthetic, logical and existential methods to stir and incite the human intellect.

Gardner makes no effort to back up his hypothesis through psychometric experiments and I believe he has done this deliberately. More specifically, he believes any effort to benchmark the performances of individuals against these metrics would create a new version of human labeling, a concept that he certainly refrains to delve and investigate. Instead of putting effort in benchmarking these abilities in human minds, he believes efforts need to be made to identify, enhance and exercise the abilities that help the individuals to thrive in the areas that they have been blessed with, irrespective of society norms.


Chapter 1 of the book contains the highlights of his theory and covers various forms of intelligence. The introduction of the existential intelligence as a form of computational capacity is rather unpersuasive, knowing the fact that it is defined as an attribute (intelligence of big questions) and not as a mental ability. Favorite quote of this chapter;
"Having strong intelligence does not mean that one necessarily acts intelligently".

Chapter 2 of the book covers the semantics of the intelligence. An interesting topic in this chapter is the profile of the intelligence in which Gardner discusses how the intensity, diversity and locality of these potentials in an individual can result in spot-light or laser characteristics.

Chapter 3 provides a chronologic view of intelligence. Gardner tries to provide a simplified and standardized conception of the intelligence development across the life span of a human being. He also discusses the framework for the analysis and examination of the human intellect. This chapter is quite dry and lacks ardor. In my opinion, putting framework around something that has no boundary is rather counterintuitive.

Chapter 4 is the prelude of the educational impact of the intelligence. The very interesting topic in this section is the subject of "Multiple Representation of the Key Concepts". Resorting to the notion of multiple-intelligences, Gardner believes that there are numerous ways that an educator can approach a topic in pursuit of understanding. This methodology also helps students to think about a problem in a variety of ways, triggering the thought process in the most diverse form.

Chapter 5 is a pool of questions that individuals have asked Gardner regarding to his theories. Of special interest in this section is the topic of memory and its different faculties such as procedural memory, propositional memory, semantic memory, short and long-term memories. I believe this topic deserved more elaboration, or at minimum more references.
Favorite quote from this chapter:
"I often encounter the greatest resistance to this perspective when I speak to mathematicians or logicians. To these individuals, thinking is critical thinking, wherever you encounter it; if one knows how to be logical, one should be able to apply logic everywhere (And if you don't, life is hopeless !)".

Chapters 6 to 10 have heavy weights toward education. Of special interest is the chapter 8 and the topic on multiple entry point toward disciplinary understanding.
Gardner discusses how an informed educator can use various entry points, such as narrational, logical, quantitative, foundational, aesthetic, experimental and collaborative methods in approaching the topic. The examples given in this section are extremely valuable for all educators.

As you progress toward the end chapters, the modality of manuscript transitions toward ethics. To some extent, the progression of the thought process in this book is analogous to Gardner's perspective toward the subject; in his early life his motivation toward intelligence was mainly driven and influenced by cognitive sciences and psychometric studies, whereas his recent research and interest have roots in social impacts, ethics and humanity.

In summary, this book is an instant classic on the topic of multiple-intelligences, a must have book for the fireside at home.

While Howard Gardner has a wonderful theory with multiple intelligences (MI) that makes more sense than anything we've ever been taught about education, the reading is really dry. That being said, he does say that he is first and foremost a psychologist, and his writings are written for fellow psychologists. The theory is good as long as you can get through the monotone in which he writes. A much better choice would be Ken Robinson's "The Element." He expands upon the MI theory in much easier to understand terms.

It was in 1983 that Howard Gardner first decided to challenge the established view of a monolithic intelligence with the book Frames of Mind. In that book, Gardner posited that there are (at least) seven relatively seperate and autonomous intelligences. And 25 years later, this theory is still setting the education world ablaze.

The discipline of psychology, however, has been a bit less enthusiastic. They, much more than educators, demand hard evidence in order for a theory claiming to be scientific is accepted as such. Is Garnder's theory testable? If so, has it undergone such testing? Can these intelligences (including 'musical' and 'naturalistic') be measured by objective standards? If not, is it an adequate substitute to the reigning model of 'general intelligence' which, with all its flaws, IS measurable in such a way?

In this book, Gardner sets out to expand upon his 25 year old theory and, in so doing, answer some of the preceeding questions. Some will be disappointed and some will be encouraged by his answers.

The first section of the book devotes itself largely to questions of MI Theory's methodological standing.

Several chapters - particularly towards the beginning of the book - seek to answer objections to MI theory. As to the question of whether the theory can be called scientific, Gardner reluctantly answers a "no." He writes MI theory "intermediary status" between a philosophy and a predictive science. He suggests, though, that it can be put in a similar category with plate tectonics and evolution, in the sense that neither theory is a predictive sceince in a falsifiable sense (which is mistaken, as both are tested by retrodictions and, in evolution's case, also by predictions). Further, Gardner admits that designing assessments for these intelligences has proved to be more than challenging and that he has given up the search for ways to assess them.

There is, though, a chapter devoted to detailing a promising new study put together by Project Spectrum, to test elementary schoolers on these seperate intelligences. They were tested (a) to see if the intelligences are interrelated or autonomous by investigating whether high scores in any one area correlate with high scores in any other. The reports are that the intelligences are, by in large, seperate - as Gardner predicted they would be. They also tested to see whether the student's strengths on the tests were echoed by parent and teacher reports gotten independently. (There was correlation, but not so much as to be conclusive).

The section that will be most useful to my fellow educators, however, will be the second section. For roughly 80 pages, Gardner expounds on his theory and its possible uses in the field of education.

Gardner is quite famous for his 'value free' stance here. He suggests that there are many, many uses for MI theory in education. He tries both in this book and elsewuere to refrain from too much prescription, acknowledging that educators probably know better than he how to apply the work of a cognitive psychologist to schools.

However, he is passionate about two things educationally in this book. First, he is very displeased at the 'high stakes testing' mentality that has been developed of late. Like the concept of 'general intelligence,' Gardner sees this as being a very 'one-size-fits-all' way of assessing, and probably mis-assessing, knowledge.

Gardner is also very passionate about making sure that we see the 'ends' of schooling as pluralistic. Consistent with the idea of Multiple Intelligences, we must strike a balance between making sure that everyone recieve a common education and making sure that everyone is able to pursue their own strengths, interests, and proclivities to the extent possible.

It is hard to disagree with much that Gardner says, particularly in this and the next section (where he takes a look at MI theory's applicability betyond education). Even as one who is a bit skeptical of whether MI theory can ever be a scientific one (and whether there might be bettter models of Intelligence, like that of Robert Sternberg), it is difficult not to come away with much admiration for Gardner. He obviously cares about education and comes to his conclusions out of balanced and rigorous thought.

This should be read by educators and those interested in the psychology of intelligence alike.

"Multiple Intelligences: New Horizons" author Howard Gardner. Basic Books (Perseus Group). New York, 2006. ISBN: 978-0-465-04768-0. PB 300/256. 9 1/4" x 6" Contents: 3 Chaps. 4 pgs., Intro. 3 pgs., Append. ABCD 35 pgs., Sub. & Name Indices 8 pgs., Index 9 pgs. Inveiglements: one MI cartoon.

Howard Gardner, Harvard Graduate School of Education Professor in cognition & education, is a prolific writer whose works include the 1983 "Frames of Mind".

This book contains virtually every detailed thought Gardner's considered since conceptualizing the idea of multiple intelligences, this edition an update from 1st edition of 1993. We are told his research began in the 1970's, was nearly complete in 1980 and espoused in "Frames of Mind" in 1983, and updated herein, etc. A very brief history of early inquiries into defining and measuring IQ is given, then it extends into diverse outliers: music, bodily-kinesthetics, logical-math, linguistics, inter- and intra-personal intelligences, etc., referencing some notables (Helen Keller, T.S. Eliot, Virginia Woolf, Babe Ruth, Yehudi Menuhin, Barbara McClintock) as examples and leads to three conclusions: everyone has a full range of intelligences (potentially), person to person intellectual profiles differ based on experiences, and use or abuse of abilities depends on motivations.

Gardner unabashedly claims responsibility for theory of multiple intelligences and of the fame his theory attained. MI theory holds everyone has eight or more intelligences. Gardner is a skillful writer, and delves into the meaning of intelligence (biopsychological potential), then defines giftedness, precociousness, prodigiousness, expertise & expert, creativity, and hesitantly genius, - importantly, all defined within age groups, domains and durations worked.

Gardner provides a nice definition of youth age groups and how education variously embraces their developments; how intelligences can be nurtured in his Project Spectrum. Educational goals should be "understanding": there should be balance of specialized & comprehensive knowledge. Gardner both deftly and subtly, then loudly, puts down value of standardized formal testings, and though agreeing formal testing is now cost effective, his Project Zero would introduce a more qualitatively oriented education and increase costs by 10-15% , saying the U.S. lacks the will. He declares the educational process in other countries is held in higher regard (i.e. Finland), and does not subscribe to some of the worst features of one-dimensional thinking and assessment. "In my...vision...intelligence testing...becoming unnecessary, it's waning unmourned." Gardner states tests of intelligence serve as "traps" and states the purpose of education is to educate the entire population, "for we cannot afford to waste any minds". Some of the author's commentary are futuristic and he describes: "A New Kind of Library" - one open on weekends; organized by intelligence content; allowing children to work in groups; comfortable areas so adults can sit, relax, sip coffee; and read alone or with the children.


All in all, Gardner is a polished writer, well-versed in the sport of IQ testing, and highly pleased with himself for all of his accomplishments and honors which are/have been forthcoming. In my opinion, his goal appears to rid the educational system of tests and to build a core of teaching specifically designed for each individual student (to include mentors and apprentices) so everyone has their innate potential of eight or more intelligences enhanced, and where cost and manpower do not seem to be restrictives. Mention is not made of what to do with students, and their number is increasingly huge, who neither wish nor can be forced to study. I believe encouragement and provision of appropriate learning books and devices and opportunities is very important, but many students will not study & do drop out of classes. Public schooling is not always essential: for some, home schooling is a better choice. Higher learning & graduate school costs are prohibitive to many. In fairness to Gardner we must remind ourselves his theory antedated the recession/depression era that changed a lot of rules.

All in all, this book is a good read and provides some balance to those who find "Bell Curve" racist.

finis

This is an excellent book and will be valuable for my dissertation. I received the book in a timely manner and will continue to order books from Amazon.com. I have always received excellent service from Amazone.com. Wilma Galatian

I was first introduced to Howard Gardner about 25 years ago by a director of a private school whose whole curriculum was to understand children's learning styles, and create curriculum for teachers to play to the strengths of children and support them in dealing with their weaknesses. The problems with the US Educational System is that it only caters to two intelligence domains, leaving other talented children feeling like they have no talents or gifts. This is a must read for all parents and a challenge to all teachers.

Howard Gardner summarizes his mulitple intelligences theory first introduced in his 1983 book Frames of Mind. Gardner introduces a provisional acceptance of a ninth intelligence (Existential Intelligence--pondering deep, life questions) to add to the eight intelligences already established. Gardner updates his theory's relevance to education and to other arenas in society.

My primary criticisms of this excellent work are:
1) Gardner correctly moves beyond standard IQ tests, i.e. Stanford-Binet, based upon his experience as an educator
2) He does a poor job of presenting to the reader tests and other info which would illustrate differences between intelligences. While this may be difficult with music and other intelligences, it could have been done with linguistic, spatial, logical / mathematical.
Everyone who reads "multiple intelligences" wants to add a neglected skill set or remove one of the seven. I would argue that intrapersonal 'reflection' and existential are similar enough to be a single intelligence.
3) a) I would definitely add Mechanical Aptitude, which is related to logical-math & to spatial but requires the ability to look at a device and to intuit how it works and why it isn't working. This can be measured by the time it takes to assemble parts of a simple appliance.
b) I would also include taste-olfactory(smell)aptitude, the ability to identify / associate tastes & smells when in combination. This is an intelligence necessary in complex & creative food cooking, perfume-making, etc. Because taste and smell are often processed by the brain together, I include intelligence which organizes / interprets these two senses as a single intelligence.


Reference from wikipedia as background --
1) Logical-mathematical --This area has to do with logic, abstractions, reasoning, and numbers. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places less emphasis on traditional mathematical ability and more on reasoning capabilities, abstract patterns of recognition, scientific thinking and investigation, and the ability to perform complex calculations. It correlates strongly with traditional concepts of "intelligence" or IQ. Careers which suit those with this intelligence include scientists, physicists, mathematicians, logicians, engineers, doctors, economists and philosophers.[citation needed]

2)Bodily-kinesthetic -- The core elements of the bodily-kinesthetic intelligence are control of one's bodily motions and the capacity to handle objects skillfully (206). Gardner elaborates to say that this intelligence also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses so they become like reflexes. In theory, people who have bodily-kinesthetic intelligence should learn better by involving muscular movement (e.g. getting up and moving around into the learning experience), and are generally good at physical activities such as sports or dance. They may enjoy acting or performing, and in general they are good at building and making things. They often learn best by doing something physically, rather than [by] reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed muscle memory - they remember things through their body such as verbal memory. Careers that suit those with this intelligence include: athletes, dancers, musicians, actors, surgeons, doctors, 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.[4]

3)Musical -- This area has to do with sensitivity to sounds, rhythms, tones, and music. People with a high musical intelligence normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. Language skills are typically highly developed in those whose base intelligence is musical. In addition, they will sometimes use songs or rhythms to learn. They have sensitivity to rhythm, pitch, meter, tone, melody or timbre. Careers that suit those with this intelligence include instrumentalists, singers, conductors, disc-jockeys, orators, writers and composers.

4) Interpersonal -- This area has to do with interaction with others. In theory, people who have a high interpersonal intelligence tend to be extroverts, characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. They communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate. Careers that suit those with this intelligence include sales, politicians, managers, teachers, and social workers.[5]

5) Intrapersonal --This area has to do with introspective and self-reflective capacities. People with intrapersonal intelligence are intuitive and typically introverted. They are skillful at deciphering their own feelings and motivations. This refers to having a deep understanding of the self; what are your strengths/ weaknesses, what makes you unique, you can predict your own reactions/ emotions.
Careers which suit those with this intelligence include philosophers, psychologists, theologians, lawyers, and writers. People with intrapersonal intelligence also prefer to work alone.

6) Naturalistic -- This area has to do with nature, nurturing and relating information to one's natural surroundings. Careers which suit those with this intelligence include naturalists, farmers and gardeners.

7) Existential -- Ability to contemplate phenomena or questions beyond sensory data, such as the infinite and infinitesimal. Ideal career: cosmologist, philosopher.

I deeply encourage you to learn about the multiple intelligences. Gardeners concepts are shared by teachers, educators, naturalists, facilitators and business owners worldwide and profoundly impactful. The implications of his work, and that of Project Zero deserve the highest honors.

I was working on a manuscript on intelligence and found this book very helpful. It is a good read !