Sep
The multiple intelligences theory by Howard Gardner (probably not related to Jennifer Gardner of “Alias”) has been viewed at first as funny. Some even called it baseless. This is because, in a nutshell, the Theory of Multiple Intelligences was based on Gardner’s observations on his own children. On the other hand, recent studies in education, suggest that Gardner’s theory (which now includes nine domains of intelligence) could be valid. But being a theory (like Einstein’s Theory of Relativity), Multiple Intelligences Theory must stand the test of time before enjoying global acceptance (some educators still do not agree with Gardner’s propositions).
An article by Walter McKenzie stated that
What parent can not see gleaming rays of genius in their child? And yet, how many children come to school and demonstrate their own unique genius? There was a time when it might have been a joke to suggest “Every parent thinks their kid’s a genius.” But research on human intelligence is suggesting that the joke may be on educators! There is a constant flow of new information on how the human brain operates, how it differs in function between genders, how emotions impact on intellectual acuity, even on how genetics and environment each impact our childrens’ cognitive abilities. While each area of study has its merits, Howard Gardner of Harvard University has identified different KINDS of intelligence we possess. This has particularly strong ramifications in the classroom, because if we can identify children’s different strengths among these intelligences, we can accommodate different children more successfully according to their orientation to learning.
Thus far Gardner ’s work suggests nine intelligences. He speculates that there may be many more yet to be identified. Time will tell. These are the paths to children’s learning teachers can address in their classrooms right now. They are:
VISUAL/SPATIAL – learning visually and organizing ideas spatially. Seeing concepts in action in order to understand them. The ability to “see” things in one’s mind in planning to create a product or solve a problem.
VERBAL/LINGUISTIC – learning through the spoken and written word. This intelligence was always valued in the traditional classroom and in traditional assessments of intelligence and achievement.
MATHEMATICAL/LOGICAL – learning through reasoning and problem solving. Also highly valued in the traditional classroom, where students were asked to adapt to logically sequenced delivery of instruction.
BODILY/KINESTHETIC – learning through interaction with one’s environment. This intelligence is not the domain of “overly active” learners. It promotes understanding through concrete experience.
MUSICAL/RHYTHMIC – learning through patterns, rhythms and music. This includes not only auditory learning, but the identification of patterns through all the senses.
INTRAPERSONAL - learning through feelings, values and attitudes. This is a decidedly affective component of learning through which students place value on what they learn and take ownership for their learning.
INTERPERSONAL - learning through interaction with others. Not the domain of children who are simply “talkative” or “overly social.” This intelligence promotes collaboration and working cooperatively with others.
NATURALIST - learning through classification, categories and hierarchies. The naturalist intelligence picks up on subtle differences in meaning. It is not simply the study of nature; it can be used in all areas of study..
EXISTENTIAL - learning by seeing the “big picture”: “Why are we here?” “What is my role in the world?” “What is my place in my family, school and community?” This intelligence seeks connections to real world understandings and applications of new learning.
Teachers are now working on assimilating this knowledge into their strategies for helping children learn. While it is too early to tell all the ramifications for this research, it is clear that the day is past where educators teach the text book and it is the dawn of educators teaching each child according to their orientation to the world.
In my own observations, the Theory of Multiple Intelligences is valid in many ways. My own grandchildren do not excel in all subjects. As for my twins, one is very very good in dancing and drawing (arts) while the other one is very talented in mathematics and assembly of his own toys.
This goes to show that our children are special in some ways that make them unique. Like us, we have distinct characteristics that make us unique and special. If you tend to disagree with the Theory of Multiple Intelligences, perhaps it’s high time to check its validity by observing other people especially young children. Education (in any level), being a social science, is dynamic. What works for some may not work for others.
I will try to update this article by posting more my observations on children belonging to different social strata. Some intervening variables I will use include: educational attainment of parents, place of residence (urban, rural), economic status of family (based on income and expenditure), and others. It will take time but I hope to finish this research before the end of 2009.
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Tags: Domains of intelligence, education research, Multiple Intelligences Theory by Howard Gardner, Philippines
10 Responses so far to "Multiple Intelligences Theory by Howard Gardner and Observations on Its Validity"
September 21st, 2008 at 4:41 pm
We talked about different pedagogical theories last term and Gardners theory is not widely adopted yet, but it’s a good basis to discover the strength and weaknesses of a student and thereafter develop and enhance them.
Marlenes last blog post..Around The Chrysanthemums
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September 23rd, 2008 at 3:47 pm
Mhy,
I agree. In many schools in the Philippines, Howard Gardner’s MI theory has already been considered a good basis in identifying students’ strengths/weakness. In line with this, the Multiple Intelligences theory has served as a guide for educators in coming up with plans on how to help the students reach their maximum potentials. The Multiple Intelligences theory is also being used by educators to direct students as to what course should take take in college.
jessies last blog post..Total Cell Phone Ban While Driving Bill in the Philippines
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September 24th, 2008 at 4:37 am
Fren, kaya mas appropriate yata itong theory ni Gardner diyan sa atin dahil sa dami ng number of studes/pupils sa isang class. Instead of branding a child/student as “bobo”, the educators should know every individual is capable of excelling in particular area/areas.
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jessie reply on September 24, 2008:
Mhy,
Korek ka dyan fren. It’s best to discover a student’s weaknesses/strengths because Albert Einstein was even branded names when he was in the grade school – “mongloid”, “moron”, etc. not knowing that his mental processes was far more superior than his contemporaries.
jessies last blog post..Incidence and Prevention of Sudden Cardiac Arrest (SCA)
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October 7th, 2008 at 7:47 pm
hi po .. im a 3rd year college .. and were conducting this research .. napka.laki tlga nang tulong nia for students and most especially for teachers pra maka.buo cla nang strategies on how to get the students attention sa pag.aaral … kasi nga iba-iba ang knahihiligan nang mga bata … tama po ba ?
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October 7th, 2008 at 8:26 pm
Jhoms,
That is right. Howard Gardner’s Multiple Intelligence Theory has helped many Filipino educators gauge the strengths and weaknesses of a student. In fact, college assessment tests created are often based on this theory.
jessies last blog post..How to Configure Nokia N99i V9+i, Nokia N95 8Gb Clone and Other China Cell Phones to Connect to the Internet
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jhoms reply on October 7, 2008:
do you know who originated MI in the Philippines ?
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jessie reply on October 8, 2008:
sorry but i don’t.
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jhoms reply on October 9, 2008:
hay !!! hirap kc icpin !!! puro kc po si gardner e’ salamat po !!
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jessie reply on October 10, 2008:
jhoms,
you’re welcome..
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