In the past, children were said to be intelligent or geniuses based on how good they are in solving mathematical problems or making connections about living and non-living things. The belief that intelligence is measured by comparing the intellectual capacity of a child with another child in the same age range has influenced the teaching methodologies that teachers employ in the classroom. However, in recent years, Howard Gardner has continually challenged this idea by presenting what he calls multiple intelligences. His belief is that children, or individuals for that matter, excel in various fields of knowledge, thus, using a child's strength in mathematics, for instance, as basis for saying a child is intelligent is an incorrect representation of "intelligence" per se. Gardner believes that children have different skills where they excel where others do not. This principle pushed Gardner to believe that an individual's intellect is a "pluralistic phenomenon, rather than a structure" (Hine). Therefore, intelligence is not only about solving mathematical problems or coming up with scientific inventions, but rather includes various types of intelligence such as musical, visual, linguistic, and personal intelligences.
When Gardner said humans are made up of multiple intelligences, he also meant to say that individuals must not be defined by intellectual capacity alone, but rather with the various intelligences an individual possesses, including the interpersonal, linguistic, musical, and spatial-visual aspects of an individual (Cherry). According to Gardner's premise, each type of intelligence that defines an individual is equally important. In this light, an individual who excels in one of the intelligences that Gardner defined but fails in another type of intelligence does not equate to failure. Simply, it is a lesson learned on how to make use of each of the intelligences fruitfully (Hine).
Gardner's Theory on Multiple Intelligences states that children possess different abilities and skills at varying levels. While some may display a high aptitude in one area, other talents and skills may be underdeveloped. Therefore, providing the necessary stimuli that would allow children to explore and use their abilities can further hone their talents. Furthermore, he believes that all these talents complement each other instead of compete with one another (Mehta 2002).
According to Gardner, following are the seven multiple intelligences that children are naturally born with:
Spatial intelligence pertains to visual understanding of information with pictures and other forms of imagery. Children who have strong spatial intelligence are good at creating complex mental images that enable them to point out relationships between things and people. As a result, they make great architects in the future (Hine).
Mathematical or logical intelligence refers to a child's capacity to understand patterns, resulting to the individual to have enhanced deduction and logical thinking skills (Brualdi). Children who have strong tendencies towards logical intelligence can easily solve mathematical problems mentally or by hand, thus, making them great candidates for computer programming, engineering, or accounting professions (Cherry).
Bodily-kinesthetic intelligence is when a child performs well in more than one sport and displays high propensity in fine-motor coordination. They have great hand-eye coordination skills and enjoy physical activities. Keeping them physically busy can help channel their energies into more productive work (Cherry).
Linguistic intelligence refers to a child's ability to focus on words. Thus, children whose strength is in linguistics typically have good grammar, have extensive vocabulary, enjoy reading, and prefer English to Math and Science subjects. They have great communication skills and can learn a foreign language easily (Cherry).
Musical intelligence refers to children's attraction to anything that creates sound. They have a good sense of rhythm and can easily remember songs. In addition, these students are easily attracted to music, thus, background music even while studying is not a form of distraction (Hine).
Personal intelligence pertains to children's interaction with others and how they view themselves. When individuals have good relations with other people and can easily interpret nonverbal communication, then these individuals are said to possess interpersonal intelligence. On the other hand, having the ability to analyze their own individual strengths and weaknesses, skills at introspection, and great ability for self-awareness means an individual has great intrapersonal skills (Hine).
In Stephen J. Denig's paper "Multiple Intelligences and Learning Styles: Two Complementary Dimensions" (2004), Denig corroborated Gardner's claims about multiple intelligence and further emphasized certain factors that must be considered before a skill or ability is considered an intelligence. Among these factors are how the intelligence "must be rooted in the brain" (98), the presence of "an identifiable core operation or set of operations associated with the potential" (98), there is "evidence that the ability is distinct from other abilities" (99), and it is "supported by psychometric findings" (99).
In a study conducted by Sonia Mehta and documented in the paper, "Multiple Intelligences and How Children Learn: An Investigation in One Preschool Classroom" (2002), Mehta's control group was composed of 15 school children studying at the Virginia Tech Child Development Laboratory School, with ages between 3 and 5 years old (18). Mehta worked as the class head teacher for two years, thus, the process of observation and profiling the children's intelligences began even prior to data collection (22). The results of the study revealed that teachers could create a child's intelligence profile based on children's response towards learning and how they use their problem solving skills. It further proved that children have various intelligences as well as diverse ways of learning. Finally, the study confirmed that although there are children with similar forms of intelligences, the response to learning might still be different (55).
According to Gardner, the problem with the current system in education is how too much focus and importance is placed on children who have great abilities when it comes to linguistics and logical-mathematical intelligence. As what Gardner says in his theories, equal attention and importance must be given to children who display talents and abilities in other fields. However, the grim reality is that children who exhibit strengths in other fields do not receive the same treatment as sometimes, they even end up labeled as children with learning disabilities or are called underachievers just because they do not possess high skills in math and linguistics (MIA).
What Gardner proposes is that apart from focusing on the traditional way of giving importance to mathematical and linguistic skills, teachers must also ensure that emphasis is given on the "development of certain intelligences" (Xie & Lin 108). It also involves providing students with opportunities to select the learning activity they prefer as well as assessment methods that teachers could use to evaluate a student's performance. In addition, he proposes that the children be given the avenues to explore the dominant intelligences more in order to widen the capacity of the weaker intelligences. By doing so, children experience a variety of learning methods and have different ways of expressing their creativity (Xie & Lin 108).
In following the Theory of Multiple Intelligences, Gardner further proposes that teachers must be trained in various teaching styles and methods such as "music, cooperative learning, art activities, role play, multimedia, field trips, [and] inner reflection" (MIA) to allow children with various skills explore and develop their talents as well. This corroborates Denig's (2004) opinion that individuals "who are smart in an intelligence learn best through methods associated with that intelligence" (107). Thus, children whose strengths lie in verbal and linguistics "learn best through reading, hearing, and seeing words and speaking, writing, discussing, and debating ideas" (107). In the same light, those who have spatial capabilities learn best when given projects and activities that involve "working with pictures and colors, visualizing and using the mind's eye, and drawing" (107).
Pursuing Gardner's theory, Cassell (2010) points out that teachers can help preschool children learn best by tapping on the known intelligences of the children. Initially, teachers can start with a multiple intelligences survey that will help them understand their students' strengths and weaknesses better. It will also provide the teacher with a starting ground on the types of activities appropriate for the students. For instance, Cassell (2010) illustrates that if the activity is about learning mathematical operations, students whose strength is on linguistics may be taught to devise acronyms to help them remember the process. Visually intelligent students may be encouraged to create posters. Children whose abilities are on bodily-kinesthetics may create dance steps to help the class recall the steps, while those who are musically inclined may be encouraged to create songs or chants regarding the basic mathematical operations. On the other hand, those with great interpersonal skills will be encouraged to help fellow classmates learn the process.
Cassell (2010) further suggests that children must be encouraged to do activities that enhance their abilities and intelligence. When learning about interpretation of experimental results, visually creative and logical thinking children can develop charts and illustrations that represent their understanding of the result, and even include graphs and diagrams to characterize their conclusions. Children with strong verbal skills may write poems and recite it in from of the class, similar to a "show and tell" session. Those with superior interpersonal and intrapersonal intelligences may be taught how to deduce results from their findings, interpret possible outcomes, and compare and contrast their hypothesis with actual results (Klein).
Another method that can help teachers is by applying the Montessori way of teaching and learning. Klein (n.d.) asserts that how the family and the school interact is crucial in the development of a child. Considering that Montessori classes are composed of various age groups with different types of intelligences, the environment provides a chance for children to learn from each other, which further complements each other's skills and abilities. According to the method, "children learn more by touching, seeing, smelling, tasting, and exploring than just by listening" (Klein). Thus, when children are presented with the learning material they need, they can work on it with their peers, either independently, or with the help of the teacher. What further distinguishes the method from traditional learning styles is how the materials are designed. Mostly pleasing to the sight, the materials are also designed to teach children about organization (Klein).
Through Howard's theory, understanding about the various types of intelligences was explored and is now gaining acceptance. Furthermore, it was established that intelligence cannot be measured in terms of numerical values alone. There are other factors that must be considered that help in shaping up a child's development. Thus, math and skills in words do not define who is intelligent and who is not. It does not make children well-rounded individuals. As well, children who show great skills in other intelligences such as in music or in sports do not make them intelligent. But rather, it is the complementary way of ensuring that all intelligences work harmoniously together that defines intelligence. A child's character and abilities are developed when all other aspects of intelligence are stimulated. Thus, by being able to correctly point out a child's weaknesses and strengths, coupled with the use of stimulating educational materials and learning environment, the children's needs for mind stimulation is addressed.
Students now have varied ways of expressing their thoughts, individuality, and have options on how to understand their surroundings using multiple perspectives. While Gardner's ideas go against the traditional methods of teaching and learning, it has also opened avenues for accepting the reality that children, and everyone, for that matter, are different and are born with multiple intelligences that can be enhanced by using the proper methods.
Works Cited
Brualdi, Amy, C. "Multiple Intelligences: Gardner's Theory." Eric Digests. Web. 12 May 2013.
Cassell, Jessica. "Tap Into our Students' Potential." Voices. (2010). Web. 13 May 2013.
Cherry, Kendra. "Gardner's Theory of Multiple Intelligences." About.com. Web. 13 May 2013.
Denig, Stephen, J. "Multiple Intelligences and Learning Styles: Two Complementary Dimensions." Teachers College Record. 106.1 (2004): 96-111. Web 13 May 2013.
Hine, Connie. "Developing Multiple Intelligences in Young Learners." Early Childhood News. Web. 12 May 2013.
Klein, Amy Sussna. "Different Approaches to Teaching: Comparing Three Preschool Programs." (n.d.). The Professional Resource for Teachers and Parents. Web. 14 May 2013.
Mehta, Sonia. "Multiple Intelligences and How Children Learn: An Investigation in One Preschool Classroom." (2002). PDF. 13May 2013.
Multiple Intelligences' Academy [MIA]. "Howard Gardner's 8 Intelligences." Web. 13 May 2013.
Xie, Jingchen, & Lin, Rulin. "Research on Multiple Intelligences Teaching and Assessment." Asian Journal of Management and Humanity Sciences 4. 2-3 (2009): 106-124. Web. 13 May 2013.
