Howard Gardner proposed the theory of multiple intelligences which suggests that there are eight or nine distinct types of intelligence rather than a single general intelligence. The types include linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and possibly existential intelligences. Gardner argues that MI theory provides a more accurate view of human cognition than the standard view of a single intelligence measured by IQ tests. While MI theory has influenced education, Gardner is cautious about how it is applied and does not see it as a single prescribed approach but rather as a framework to account for individual differences.

1. Howard Gardner Multiple Intelligences Theory – The application and misapplication of Gardner’s 8½ Intelligences.

2. Intelligence Early 1900’s Binet’s questions 1912 Wilhelm Stern’s intelligence quotient 1920’s Lewis Terman and Robert Yerkes Americanize the test

3. Three Key Questions on Intelligence Is intelligence singular, or are there various, relatively independent intellectual faculties? Is Intelligence (intelligences) predominantly inherited? Are intelligence tests biased? p.17

4. The “G” factor Devised by English Psychologist, Charles Spearman in , in the early 20th Century(1904) “g”, or general intelligence, was a statistical measure of performance across a variety of tests. Spearman found that the same people who did well in a variety of mental tests tended to use a part in their brains that he termed 'g'. This 'g' laid the foundation for the notion of a single intelligence, which enables us to undertake everyday mental tasks.

5. M.I. Influences L.L. Thurstone 1887-1955 Robert J. Sternberg 1949-

6. M.I. Influences L.L. Thurstone 1887-1955 Thurstone's Multiple-factors theory identified these seven primary mental abilities(1934): Verbal Comprehension Word Fluency Number Facility Spatial Visualization Associative Memory Perceptual Speed Reasoning

7. Sternberg’s Triarchic Model Three different types of intelligences: Componential - analytic (or academic) Experiential - creative Contextual - practical (real world) (p.23) Robert J. Sternberg (1949 -) Cognitive Psychologist

8. Uses of the Term Intelligence A property of all human beings (All of us possess these 8 or 9 intelligences) A dimension on which human beings differ (No two people—not even identical twins—possess exactly the same profile of intelligences) The way in which one carries out a task in virtue of one’s goals (Joe may have a lot of musical intelligence but his interpretation of that piece made little sense to us)

9. Why M.I.? Gardner- Born in 1943 Early realization of optimal human development Influenced by Erik Erikson and Jerome Bruner After meeting Bruner, decided to study cognitive-developmental psychology 1969- Project Zero -Harvard

10. Why M.I. II Project Zero – cognitive development in ordinary and gifted children Began working with brain injury patients at Boston University Aphasia Research Center Led to realization that the brain has developed a number of separate organs or information processing devices. This dual track research led to “Shattered Minds” and beginnings of “Frames Of Mind: The Theory of Multiple Intelligences”

11. Intelligence Defined An intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings 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 (34)

12. An Intelligence’s Eight Criteria The potential of isolation by brain damage An evolutionary history and evolutionary plausibility An identifiable core operation or set of operations Susceptibility to encoding in a symbol system

13. An Intelligence’s Eight Criteria A distinct developmental history, along with a definable set of expert “end state” performances The existence of idiot savants, prodigies, and other exceptional people Support from experimental psychological tasks Support from psychometric findings

14. Verbal-Linguistic Intelligence This intelligence involves the ability to read, write, and communicate with words. A student may be expected to use their linguistic skills to communicate what they already know or what new information they have learned. Uses language effectively Language is means of expression and communication Poets Writers Journalists Researchers Book Reviewers

15. Logical Mathematical Intelligence The capacity for inductive and deductive thinking and reasoning, as well as the use of numbers and the recognition of abstract patterns Thinks logically Uses numbers effectively Solves problems scientifically Sees relationships and patterns between concepts and things Mathematicians Scientists

16. Musical-Rhythmic Intelligence This intelligence gives a person the ability to make and compose music, sing, and use rhythm to learn. It is important to note that functional hearing is needed for a person to develop this intelligence in pitch and tone, but not so for rhythm. Uses music as a vehicle of expression Appreciates a variety of musical forms Sensitive to rhythm, melody, pitch Singers Musicians Composers

17. Visual-Spatial Intelligence The ability to visualize objects and spatial dimensions, and create internal images and pictures. This ability should not be thought of only in visual terms because Gardner believes that blind children develop spatial intelligence. Thinks visually Orients oneself spatially Graphically represents visual and spatial ideas Artists Decorators Architects Surveyors Inventors Guides Graphic Designers

18. Bodily-Kinesthetic Intelligence This intelligence encompasses the ability to use one's body movements to solve problems. This may contradict the belief that mental and physical activities do not relate to each other. Uses one’s own body skillfully as means of expression Works skillfully to create or manipulate objects Dancers Actors Athletes Sculptors Surgeons Mechanics Craftspeople

19. Interpersonal Intelligence This intelligence involves learners to use their social skills and good communication skills with others. They may also show the ability to empathize and understand other people. Responds appropriately and effectively to other people Understands others’ feelings Sales people Social directors Travel agents Admissions officers Leaders

20. Intrapersonal Intelligence This intelligence is the ability to reflect, analyze, and contemplate problems independently. A person may look upon himself or herself to assess one's own feelings and motivations. Accurately knows one’s self Aware of one’s strengths, motivations, goals, and feelings Entrepreneurs Therapists

21. Naturalist Intelligence The ability to recognize plants, animals, and other parts of the natural environment (clouds, rocks). Also, the ability to make distinctions in the natural world and the environment and also among man-made objects. Recognizes members and non-members of groups Recognizes species Distinguishes different species Comfortable in the world of Organisms Hunters Botanists Anatomists Geologists Jewelers

22. Existentialist Intelligence The proclivity to pose (and ponder) questions about life, death, and ultimate realities. Attuned to religious and spiritual ideas Rabbi, Hazan Meditators Volunteers in synagogues, Jewish camps

23. Myth 1 Now that there are eight or nine intelligences, researchers can create a variety of test to secure the associated scores.

24. Reality 1 MI theory is a critique of the standard psychometric approach. Therefore, having a battery of tests is not consistent with the theory. Gardner – Testing should be conducted in a comfortable setting with materials (and cultural roles) that are familiar to the individual. Ideally – Observance of a child in a children’s museum for several hours

25. Myth 2 An intelligence is the same as a learning style, a cognitive style, or a working style.

26. Reality 2 Styles are approaches that can be applied equally to an indefinite range of content. In contrast an intelligence is a capacity that is geared to specific content in the world. Gardner – “Perhaps the decision about how to use one’s favored intelligences reflects one’s preferred style.” (p.88)

27. Myth 3 By broadening the term intelligence to include a broad spectrum of psychological constructs, MI theory renders the term and its typical connotations useless.

28. Reality 3 On the contrary, the standard definition of intelligence narrowly constricts our view by treating a certain form of scholastic performance as if it encompassed the range of human capacities and by engendering disdain for those who happen not to score well on a particular psychometric instrument. Gardner – “…it is a more sustainable view of human cognition than does posting a single bell curve of intellectual potency.” (p.89)

29. Myth 4 There is a single “approved” educational approach based on MI theory.

30. Reality 4 MI theory is not an educational prescription. Educators are in the best position to determine whether and to what extent MI theory should guide their practice. Gardner – “I am leery of implementations such as the following:

31. Reality 4 cont. Attempting to teach all concepts of subjects using all of the intelligences. To be sure, most topics can be approached in varied ways, but applying a scattershot approach to each topic is a waste of effort and time Believing that going through certain motions activates or exercises specific intelligences. Using intelligences primarily as mnemonic devices. Labeling people in terms of “their” intelligences (can impede learning).

32. How Should MI Work? Gardner believes that MI theory should meet three propositions: 1. We are not all the same. 2. We do not all have the same kinds of minds (not all distinct points on a single bell curve). 3. Education works most effectively if these differences are taken into account rather than denied or ignored

33. Do MI focused schools work? SUMIT project 41 schools around the United States 78% reported positive standardized test outcomes(63% attribution to MI) 78% reported improved performances by students with learning difficulties 80% reported improvement in parent participation (75% attribution to MI) 81% reported improved student discipline (67% attribution to MI) Findings based on empirical data

34. Gardner’s View on Content “ I value conceptual understanding over accumulation of facts. I place little stock in a canon or a required core curriculum; I believe that understanding can be achieved from a variety of materials and depends upon in-depth exploration of a limited number of topics rather than on breadth of coverage. By the same token, I have a low regard for the use of standardized short-answer machine scored instruments. I much prefer occasions where students can perform their understandings publicly, receive relevant critiques, and go on to enhance their performances and their understandings.” (p.114)

35. The Spectrum Classroom Mid 1980’s Stocked with materials to activate the intelligences Initially geared to 4-7 year olds Takes the assessment to the children

36. Steps For Establishing an MI Environment Plan and launch activities, practices, or programs that grow out of immersion in the world of MI theory and approaches Visit institutions that are already implementing MI ideas Attend conferences that feature MI ideas Learn more about MI theory and practices Join a network of schools Form study groups

37. Contribution to Education “ Individually configured education is compatible with a required standard curriculum.” (p.152)

38. Individually Configured Education I.C.E. Cull information about how a particular child learns Allow students to remain with the same teacher for several years Assign students and teachers flexibly Have an effective information-transmission system in the school Have older students work with younger students Ooh, my brain hurts!

39. Belief on Curriculum “ Education in our time should provide the basis for enhanced understanding of our several worlds-the physical world, the biological world, the world of human beings, the world of human artifacts, and the world of the self.” (p. 158)

40. Truth, Beauty, and Goodness The content of a quality education should contain a good understanding of: Evolution Music of Mozart The Holocaust

41. Six Possible Pathways to Education 1. The Canon Pathway. Inspired by Allan Bloom, William Bennett, and Lynne Cheney. 2. The Multicultural Pathway. Inspired by James Banks, Jesse Jackson, Ronald Takaki, and many recently formed university departments. . 3. The Progressive Pathway. Inspired by John Dewey, Francis Parker, and Deborah Meier. 4. The Technological Pathway. Inspired by Bill Gates, Louis Gerstner, and much of the American corpo_ate-financial world. 5. The Socially Responsible Pathway. Inspired by assorted civic organiza­tions, including environmentally oriented groups, agencies that foster social entrepreneurship, and the Educators for Social Responsibility. 6. The Understanding Pathway. Inspired by Socrates and presented in this book. For those who believe that human beings have a desire to explore and to understand the most fundamental questions of existence, and that curricula ought to be organized around the tackling of these episte­mological concerns-familiarly, the true, the beautiful\ and the good.