HOWARD GARDNER'S THEORY OF MULTIPLE INTELLIGENCE

1. RAMAKRISHNA MISSION SIKSHANAMANDIRA
NAME: SOURAV KUNDU ROLL NO.: MF-14
COURSE: M.Ed PAPER: CC-03
SUBJECT: PSYCHOLOGY OF LEARNING AND DEVELOPMENT
TOPIC: HOWARD GARDNER’S THEORY OF MULTIPLE INTELLIGENCE

2.  “The ability to learn, understand and make
judgments or have opinions that are based on reason”
Cambridge Advance Learner’s Dictionary, 2006
 “Intelligence is what is measured by
intelligence tests.” E. Boring
 “A person possesses intelligence
insofar as he has learned, or can learn,
to adjust himself to his environment.”
S. S. Colvin
WHAT IS INTELLIGENCE ?

3. HOWARD GARDNER
 American developmental psychologist.
 Senior director of Harvard Project
Zero, and since 1995, he has been the
co-director of The Good Project.
 Best known for his Theory of Multiple
Intelligences, as outlined in his 1983
book "Frames of Mind: The Theory of
Multiple Intelligences”.
 Gardner has written hundreds of
research articles and thirty books that
have been translated into more than thirty
languages.

4. GARDENER’S VIEW ON INTELLIGENCE
 “An intelligence is the ability to solve problems, or to
create products, that are valued within one or more
cultural settings.” H. Gardner
 Gardner questioned the very basis of prevailing intelligence test by
asking how an individual’s intellectual capacities could be captured
in a single measure of intelligence.
 He asserted that human intelligence can be better described as a
set of an individual’s multiple abilities, talents and mental skills
and he claims that human beings have multiple intelligences.
 Everyone is born possessing the seven intelligences.
Nevertheless, all students will come into the classroom
with different sets of developed intelligences. This is
commonly referred to as a learning style.

5. GARDNER’S MULTIPLE INTELLIGENCES
 Verbal/linguistic intelligence
 Logical/mathematical intelligence
 Musical/rhythmic intelligence
 Bodily/kinesthetic intelligence
 Visual/spatial intelligence
 Interpersonal intelligence
 Intrapersonal intelligence
 Naturalist intelligence

6. VERBAL/LINGUISTIC INTELLIGENCE
 Linguistic Intelligence (Word Smart) is the capacity to
use language (native language) and perhaps other
languages, to express what's on your mind and to
understand other people.
 People with high linguistic
intelligence are good at reading,
writing, telling stories and
memorizing words with dates.
 CAREERS: Writer, Journalist,
Poet, Teacher, Radio Announcer,
Translator, Lawyer, Philosopher,
Politician, Orator, Actor, Curator

7. LOGICAL/MATHEMATICAL INTELLIGENCE
 Logical-mathematical intelligence (Logic Smart) is
the capacity to use numbers effectively and reason well.
 CAREERS: Accountant, Engineer,
Doctor, Banker, Businessperson,
Computer Analyst, Computer
Programmer, Science/Math Teacher,
Economist, Logicians, Mathematician,
Physicist, Scientist
 People with this intelligence think by
reasoning, and they love experimenting,
questioning, figuring out logical puzzles,
and calculating.

8. MUSICAL/RHYTHMIC INTELLIGENCE
 Musical intelligence (Music Smart) is the ability to
create and appreciate tunes and rhythm.
 Musically intelligent people are
able to distinguish the sounds
around and can make their own
melodies.
 CAREERS: Song Writer, Performing
Musician, Piano Tuner, Singer, Musical
Theater Actor/ Actress, Studio Engineer,
Instrument Manager, Advertising Agent,
Conductor, Composer, Music Teacher

9. BODILY/KINESTHETIC INTELLIGENCE
 Bodily-kinesthetic Intelligence (Body Smart) is the
ability to control one’s body movements and to handle
objects skillfully.
 People with high bodily-
kinesthetic Intelligence have total
body control and sense of timing.
 CAREERS: Actor, Athlete, Carpenter,
Choreographer, Craftsman, Dancer,
Police Officer, Surgeon, Mechanic,
Mime, P.T. Teacher, Physical Therapist,
Soldier, Forest Ranger

10. VISUAL/SPATIAL INTELLIGENCE
 Spatial intelligence (Picture Smart) is the capacity to
think in images and pictures, to visualize accurately
and abstractly.
 People with high visual-spatial
intelligence have the potential to
recognize and use the patterns of
wide space and more confined area.
 CAREERS: Architect, Engineer,
Fine Artist, Fashion Designer,
Interior Designer, Photographer,
Pilot, Sculptor, Cartographer

11. INTERPERSONAL INTELLIGENCE
 Interpersonal intelligence, (People
smart), is under-standing other people.
 People with high inter-personal
intelligence tend to be extroverts,
sensitive to other’s moods, feelings,
temperaments and motivations.
 CAREERS: Anthropologist, Nurse,
Counselor, Arbitrator, Manager, Personnel
Director, Politician, Social Worker, Public
Relations, Salesperson

12. INTRAPERSONAL INTELLIGENCE
 Capacity to be self-aware (Self Smart) and in tune
with inner feelings, values, beliefs and thinking
processes.
 This intelligence includes having
an accurate picture of oneself (one’s
strengths and weaknesses);
awareness of inner moods,
intentions, motivations, and desires.
 CAREERS: Psychology Teacher,
Clergyman, Entrepreneur, Program
planner, Psychiatrist, Philosopher,
Theologian, Researcher, Spiritual
Counselor, Psychologist

13. NATURALIST INTELLIGENCE
 Naturalistic intelligence is the most recent addition
to Gardner’s theory and has been met with more
resistance than his original seven intelligences.
 According to Gardner, individuals who
are high in this type of intelligence
(Nature Smart) are more in tune with
nature and are often interested and
learning about other species.
 CAREER: Conservationist,
Biologist, Gardener, Farmer

14.  The Theory of Multiple Intelligences implies
that educators should recognize and teach
to a broader range of talents and skills.
 By activating a wide assortment of
intelligences, teaching in this manner can
facilitate a deeper understanding of the
subject material.
 Another easy implementation of the multiple intelligences
theory is to offer students options.
 Gardner suggests that instructional methods should include
a variety of activities that support all intelligences. Ex.:
Physical education, role-playing, arts, cooperative learning, and
creative play.
EDUCATIONAL IMPLICATION