Howard Gardner's theory of multiple intelligences identifies eight distinct human abilities or intelligences: verbal-linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The theory holds that culture influences the development of these intelligences, emphasizing abilities that are important to the needs of the community. For example, Mexican American culture tends to develop strong interpersonal intelligences. Additionally, a person's intelligences can change over time with experience and age as they are learned and taught. Educators should help students develop weaker intelligences by drawing on their strengths.

1.
Michele R. Acosta
Writing Sample: Scholarly Article
(Excerpt from Master’s thesis, May, 1999)
What is the Theory of Multiple Intelligences?
Part 2: Cultural Influence
Howard Gardner's theory of multiple intelligences developed as he worked with brain injured
adults and autistic children. He identified distinct portions of the brain that control specific
human abilities or talents like analysis, classification, speech, self-awareness, etc. He has
identified eight distinct abilities that he refers to as "intelligences": verbal-linguistic,
logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and
the naturalist. In addition to the biological basis for these intelligences, Gardner also places
great emphasis on cultural influences that may impact the development of each intelligence.
Culture determines what parents and schools will teach their children based on the needs of
the community. Gardner says: "It is the culture that defines the stages and fixes the limits of
individual achievement." For example, educators have found that the Mexican American
culture places a strong emphasis on community and on family; therefore, many members of
this community have well-developed interpersonal intelligences.
The influence culture has on the development of the intelligences points to one of the most
important components of the theory—the makeup of intelligences changes over time with
age and with experience. Thomas Hatch profiled the intelligences of several children when
they were in kindergarten and again when they were in the sixth grade. He discovered that
their intelligence profiles had changed over time. Hatch says: "Just because young children
display particular capacities does not necessarily mean that they will grow up to excel in
activities involving those capacities. Children's intelligences, the manner in which they
display them, and how successful they are, shift, grow, and vary over time."
In other words, if intelligences change with time and experience, they can be learned. If they
can be learned, they can be taught. As a result, students who are not strong in one
intelligence can be taught to develop that intelligence. According to Bruce Torff: "The
intelligences develop—they grow and change over time, which allows strengths to be
exploited and weaker areas remedied. ...If you provide the right kinds of support for
students, they build the kinds of intellectual structures that enable them to do things."
David Lazear says that teachers should watch for "ways to help students stretch into new
intellectual areas—maybe areas in which they are uncomfortable or weak." Not only are
weaker areas strengthened, but students develop a better self-image because they use a
well developed intelligence to improve a weaker one.
In an interview with Kathy Checkley, Gardner said: "Teachers have to help students use their
combination of intelligences to be successful in school, to help them learn whatever it is they
want to learn, as well as what the teachers and society believe they have to learn." In other
words, Gardner believes that teachers need to find ways to incorporate instruction into their
classrooms that encourages students to develop weaker intelligences by drawing on their
strengths. This in turn improves both attitude toward learning and academic achievement.

2.
Michele R. Acosta

3.
Michele R. Acosta
References:
Checkley, K. (1997). The first seven ... and the eighth: A conversation with Howard Gardner. Expanded Academic
ASAP [on-line database]. Original Publication: Education, 116.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Hatch, T. (1997b). Getting specific about multiple intelligences. Expanded Academic ASAP [on-line database].
Original Publication: Educational Leadership, 54 (6).
Lazear, D. G. (1994). Multiple intelligences approaches to assessment: Solving the assessment conundrum. Tucson,
AZ: Zephyr Press.
Torff, B. (1996). How are you smart?: Multiple intelligences and classroom practices. The NAMTA Journal, 21 (2),
31-43.
Vasquez, J. A. (1990). Teaching to the distinctive traits of minority students. The Clearing House, 63, 299-304.