| Multiple Intelligences | | | | to them. |
| Research in the last couple of decades indicates | | | | - Naturalist - recognizing patterns in the living world |
| that there is not a single form of "intelligence." | | | | (think Charles Darwin). A student possessing the |
| When one only accepts the traditional definition of | | | | naturalist intelligence demonstrates an ease in |
| "intelligence," a competitive classroom culture is | | | | identifying and classifying living things. |
| fostered which ensures some students will fail. In | | | | - Existentialist - a proclivity for asking the |
| recent years, the concept of "multiple intelligences" | | | | fundamental questions about life (think Dalai |
| has emerged to create a contrasting paradigm. | | | | Lama). This is one of Gardner's newest |
| Seeking to broaden the scope of human potential | | | | intelligences and one that is likely to be more |
| beyond the traditional IQ score, Howard Gardner, | | | | extensively explored. Those with the existentialist |
| renowned for having developed the most well | | | | intelligence ask questions like, "Why are we here?" |
| known theory of multiple intelligences, defines | | | | and "What is our role in the world?" |
| intelligence as "a biopsychological potential to | | | | It is likely that as you read through these brief |
| process information that can be activated in a | | | | descriptions, you find yourself described by at |
| cultural setting to solve problems or create | | | | least one--and it is also likely that you identify |
| products that are of value in a culture" (1999, p. | | | | your field with one of the intelligences more than |
| 34). | | | | another. For example, if you are a music |
| | | | professor, it would not be surprising if you believe |
| - Verbal/linguistic intelligence - the capacity to use | | | | that you possess the musical intelligence--and that |
| words effectively (think of a skilled author or | | | | your students (well, your best students) also |
| orator). Students who possess this intelligence | | | | possess this intelligence. Likewise, if you are |
| have generally been successful in traditional | | | | working with graduate students who are |
| classrooms because their intelligence lends itself to | | | | preparing to be clinical psychologists, I hope you |
| traditional teaching. | | | | see evidence of both interpersonal and |
| - Logical/mathematical intelligence - the capacity | | | | intrapersonal intelligence in them. |
| to reason and employ numbers effectively (think | | | | There are some of who have taken the concept |
| Alan Greenspan). In addition to the students who | | | | of Multiple Intelligences and made it into a cottage |
| possess high verbal/linguistic intelligence, the | | | | industry. Gardner is the first to remind educators |
| students in this group also tend to do well in | | | | to reject the idea that we all need to create MI |
| traditional classrooms where teaching is logically | | | | lessons and "teach to" all of the intelligences |
| sequenced and students are asked to conform. | | | | represented in our classrooms. There are those |
| - Visual/spatial intelligence - the ability to | | | | who purport to teach every single concept so |
| accurately manipulate mental representations of | | | | that it addresses every single "intelligence" |
| large or small spaces (think Air Force pilot or | | | | represented in their classroom. It is not reasonable |
| chess player). These learners like to see what is | | | | to expect anyone to frame every classroom |
| being talked about in order to understand. | | | | learning experience to tie into each of the *9* |
| - Bodily/kinesthetic intelligence - expertise in using | | | | intelligences. Rather, just consider this complex |
| the entire body to express ideas and feelings | | | | concept in an oversimplified way, and be |
| (think Maria Tallchief). These students often give | | | | sensitized to the fact that it is likely that in your |
| the professor every indication of what intelligence | | | | classroom, you will have students who have |
| they embody--through their constant movement | | | | talents and problem-solving abilities that support |
| and expressive body language. | | | | their learning in a variety of ways. Your students' |
| - Musical intelligence - the capacity to perceive, | | | | talents and abilities may be well suited to the |
| discriminate, transform and express musical forms | | | | content and style of your teaching or, their |
| effectively (think Yo Yo Ma). These learners use | | | | talents and abilities may require additional effort |
| patterns, rhythms, instruments and musical | | | | on their part--and your part--in order for them to |
| expression to represent their world. | | | | learn. |
| - Interpersonal intelligence - the ability to perceive | | | | In the traditional paradigm of "intelligence," |
| and make distinctions in the moods, motivations | | | | students either possessed it or they didn't. In |
| and feelings of other people (think of a skilled | | | | Gardner's paradigm, students have more of, or |
| psychologist). These learners are noticeably people | | | | less of, a wider variety of intelligences. In the |
| oriented and outgoing, and do well working in | | | | process of helping every unique student in your |
| groups or with a partner. | | | | class approach their fullest potential, not by |
| - Intrapersonal - self-knowledge and the ability to | | | | imposing preconceived limitations but by |
| act adaptively on the basis of that knowledge | | | | proactively soliciting their individual input into |
| (think someone who knows him-/herself, is | | | | learning decisions that have an impact on them, |
| comfortable with that knowledge, and can | | | | your "job" and your perception of the human |
| accommodate changes). These learners may tend | | | | development process will become far more |
| to be more reserved, but they are actually quite | | | | rewarding. |
| intuitive about what they learn and how it relates | | | | |