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Theory of multiple intelligences

From Wikipedia, the free encyclopedia

Multiple intelligences is educational theory put forth by psychologist Howard Gardner, which

suggests that an array of different kinds of "intelligence" exists in human beings. Gardner

suggests that each individual manifests varying levels of these different intelligences, and thus

each person has a unique "cognitive profile." The theory was first laid out in Gardner's 1983 book,

Frames of Mind: The Theory of Multiple Intelligences, and has been further refined in subsequent

years.

The theory was proposed in the context of debates about the concept of intelligence, and whether

methods which claim to measure intelligence (or aspects thereof) are truly scientific. Gardner's

theory argues that intelligence, as it is traditionally defined, does not adequately encompass the

wide variety of abilities humans display. In his conception, a child who masters the multiplication

table easily is not necessarily more intelligent overall than a child who struggles to do so. The

second child may be stronger in another kind of intelligence, and therefore may best learn the

given material through a different approach, may excel in a field outside of mathematics, or may

even be looking through the multiplication learning process at a fundamentally deeper level that

hides a potentially higher mathematical intelligence than in the one who memorizes the concept

easily. The theory suggests that, rather than relying on a uniform curriculum, schools should offer

"individual-centered education", with curricula tailored to the needs of each child.[1] (This includes

working to help students develop the intelligences they are weaker in.)

Gardner identifies kinds of intelligences based upon eight criteria. His eight criteria for describing

something as an independent kind of intelligence (rather than merely one of the