Lecture delivered to the delegates at the LIC Ernakulam.

                     
                       The concept of Multiple Intelligence

           
 The theory of multiple intelligences was proposed by Howard Gardner in 1983 as a model of intelligence that differentiates intelligence into various specific (primarily sensory) modalities rather than seeing it as dominated by a single general ability.

            Gardner argues that there is a wide range of cognitive abilities and that there are only very weak correlations among them. For example, the theory predicts that a child who learns to multiply easily is not necessarily generally more intelligent than a child who has more difficulty on this task. The child who takes more time to master simple multiplication 1) may best learn to multiply through a different approach, 2) may excel in a field outside of mathematics, or 3) may even be looking at and understanding the multiplication process at a fundamentally deeper level, or perhaps as an entirely different process. The theory has been met with mixed responses. Traditional intelligence tests and psychometrics have generally found high correlations between different tasks and aspects of intelligence rather than the low correlations which Gardner's theory predicts. Nevertheless many educationalists support the practical value of the approaches suggested by the theory.

            Gardner articulated several criteria for a behaviour to be identified as intelligence. He took into consideration the following aspects which influence the total ability of a person.

a.        Potential for brain isolation by brain damage

b.        Place in evolutionary history

c.        Presence of core operations

d.        Susceptibility to encoding (symbolic expression)

e.        A distinct developmental progression

f.         The existence of savants, prodigies and other exceptional people

g.        Support from experimental psychology and psychometric findings

Gardner believes that eight abilities meet these criteria:

1.             Spatial

2.             Linguistic

3.             Logical-mathematical

4.             Bodily-kinesthetic

5.             Musical (Auditory)

6.             Interpersonal

7.             Intrapersonal

8.             Naturalistic

           

1. Spatial

            This area deals with spatial judgment and the ability to visualize with the mind's eye. Careers which suit those with this type of intelligence include artists, designers and architects. A spatial person is also good with puzzles. Spatial ability is one of the three factors beneath g in the hierarchical model of intelligence.

2. Linguistic

            This area has to do with words, spoken or written. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and by discussing and debating about what they have learned. Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure. Verbal ability is one of the most g-loaded abilities.

3. Logical-mathematical

            This area has to do with logic, abstractions, reasoning and numbers and critical thinking. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places less emphasis on traditional mathematical ability and more on reasoning capabilities, recognizing abstract patterns, scientific thinking and investigation and the ability to perform complex calculations. Logical reasoning is closely linked to fluid intelligence and to general ability.

4. Bodily-kinesthetic

            The core elements of the bodily-kinesthetic intelligence are control of one's bodily motions and the capacity to handle objects skillfully. Gardner elaborates to say that this intelligence also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses so they become like reflexes.

            In theory, people who have bodily-kinesthetic intelligence should learn better by involving muscular movement (e.g. getting up and moving around into the learning experience) and are generally good at physical activities such as sports or dance. They may enjoy acting or performing and in general are good at building and making things. They often learn best by doing something physically rather than by reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed muscle memory, drawing on it to supplement or in extreme cases even substitute for other skills such as verbal memory.

5. Musical (Auditory)

            This area has to do with sensitivity to sounds, rhythms, tones and music. People with a high musical intelligence normally have good pitch and may even have absolute pitch and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. Language skills are typically highly developed in those whose base intelligence is musical. In addition they will sometimes use songs or rhythms to learn. They have sensitivity to rhythm, pitch, meter, tone, melody or timbre.

            Research measuring the effects of music on second language acquisition is supportive of this music-language connection. In an investigation conducted on a group of elementary-aged English language learners, music facilitated their language learning. Gardner's theory may help to explain why music and its sub-components (i.e., stress, pitch, rhythm) may be viable vehicles for second language learning.

6. Interpersonal

            This area has to do with interaction with others. Interpersonal intelligence is the ability to understand others. In theory, individuals who have high interpersonal intelligence are characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group.

7. Intrapersonal

            This area has to do with introspective and self-reflective capacities. This refers to having a deep understanding of the self; what your strengths/ weaknesses are, what makes you unique, being able to predict your own reactions/emotions. Philosophical and critical thinking is common with this intelligence.

8. Naturalistic

            This area has to do with nurturing and relating information to one’s natural surroundings. Examples include classifying natural forms such as animal and plant species and rocks and mountain types; and the applied knowledge of nature in farming, mining, etc.

Existential Intelligence

            Some proponents of multiple intelligence theory proposed spiritual or religious intelligence as a possible additional type. Gardner did not want to commit to a spiritual intelligence but suggested that an existential intelligence may be a useful construct. The hypothesis of an existential intelligence has been further explored by educational researchers.

            Existential intelligence is characterized by the ability to contemplate phenomena or questions beyond sensory data, such as the infinite and infinitesimal.

Use of Multiple Intelligence in education

            Gardner (1999) defines an intelligence as ‘bio-psychological 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. According to Gardner, there are more ways to do this than just through logical and linguistic intelligence. Gardner believes that the purpose of schooling should be to develop intelligences and to help people reach vocational and vocational goals that are appropriate to their particular spectrum of intelligences. People who are helped to do so feel more engaged and competent and therefore more inclined to serve society in a constructive way.

            Traditionally, schools have emphasized the development of logical intelligence and linguistic intelligence (mainly reading and writing). IQ tests focus mostly on logical and linguistic intelligence. Upon doing well on these tests, chances of attending a prestige college or university increase, which in turn creates contributing members of society. According to Helding "Standard IQ tests measure knowledge gained at a particular moment in time, they can only provide a freeze-frame view of crystallized knowledge. They cannot assess or predict a person’s ability to learn, to assimilate new information or to solve new problems. Gardner's theory argues that students will be better served by a broader vision of education, wherein teachers use different methodologies, exercises and activities to reach all students, not just those who excel at linguistic and logical intelligence. It challenges educators to find ways that will work for this student learning this topic.

            Ultimately, it would certainly be desirable to have an algorithm for the selection of intelligence such that any trained researcher could determine whether a candidate's intelligence met the appropriate criteria. At present, however, it must be admitted that the selection (or rejection) of a candidate's intelligence is reminiscent more of an artistic judgement than of a scientific assessment.