MI theory

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The theory of multiple intelligences proposes the differentiation of human intelligence into specific intelligences, rather than defining intelligence as a single, general ability. Multiple intelligences (MI) theory has been very popular among educators around the world for 40 years despite being criticized by mainstream psychology for its lack of empirical evidence, and its dependence on subjective judgement. In the landmark book Frames of Mind: The Theory of Multiple Intelligences (1983) and its sequels, Howard Gardner proposes that there are at least eight distinct intelligences that humans use to survive, thrive and build civilization. Gardner proposes that intelligence is more than academic ability and instead is also evident in everyday life in terms of creative thinking and practical problem solving. MI theory describes intelligence like the "brain's toolkit" where each person has their own unique cognitive profile of strengths and limitations.

While the concept of a unitary or general intelligence (I.Q) has been contentious since its introduction in the early 20th century, no other multi-intelligence theory has endured to challenge its dominance. Introduced as a revolutionary psychological construct MI was enthusiastically received by educators at all levels while severely criticized by academic psychologists for inadequate evidence for its validity and efficacy.

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After 40 years since its introduction it is important to review the accumulated evidence to determine if the concept of multiple intelligences represents a coherent scientific theory or is merely a provocative hypothesis as suggested by its critics. This article presents a brief description of the various intelligences and their relationship to other human capacities. Evidence and arguments for and against the existence of the intelligences and the efficacy of MI theory as a basis to guide learning, reform educational systems, inspire teaching and methods of promoting human development are presented.

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In 1983 the field of neuroscience was embryonic but Gardner was one of the first psychologists to describe direct links between brain systems and intelligence. Likewise the field of educational neuroscience was yet to be born. Since Frames of Mind was published the terms cognitive science and cognitive neuroscience have become standard with extensive libraries of scholarly and scientific papers and textbooks. Thus it is important to highlight neuroscience evidence as it pertains to MI validity. This is true also for the emerging field of educational cognitive neuroscience that strives to build bridges between the laboratory and the classroom perhaps guided by the MI framework to understand human potential.

Definition and Criteria for Intelligence

Beginning in the late 1970s using a pragmatic definition, Howard Gardner surveyed cultures around the world to determine skills and abilities essential to human development and culture building. He subjected candidate abilities to evaluation using eight criteria that must be substantively met in order to be added to the list of intelligences.

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Definition of intelligence: "a biopsychological 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."

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This definition is unique for several reasons that account for MI theory's broad appeal to educators and the general public as well as its rejection by mainstream psychologists who are rooted in the traditional conception of intelligence as a singular, general capacity. [ref] (see details below).

Criteria for Each Intelligence:

1. potential for brain isolation by brain damage
2. place in evolutionary history
3. presence of core operations
4. susceptibility to encoding (symbolic expression)
5. a distinct developmental progression
6. the existence of savants, prodigies and other exceptional people
7. support from experimental psychology
8. support from psychometric findings

The Multiple Intelligences

In Frames of Mind and its sequels, Howard Gardner describes eight intelligences that can be expressed in everyday life in a variety of ways variously referred to as cognitive components, domains, skills, interests, preferences or talents. Each intelligence is composed of complex sets of skills and abilities that are strongly correlated with each other and share cerebral systems. (ref). Like describing a multi-layer cake, the complexity of the description will depend upon how you slice the cake. One useful model integrates the MI eight intelligences with Sternberg's Triarchic theory so each intelligence is actively expressed in three ways: creative, academic / analytical and practical thinking (see below). In this analogy the eight layers are divided into three sections. The following brief descriptions highlight core cognitive components that are like the essential ingredients of the cake batter.

Musical

Main article: Musicality

This intelligence includes sensitivity to the sounds, rhythms, and tones of music. People with musical intelligence normally have good pitch or might possess absolute pitch, and are able to sing, play musical instruments, and compose music. They have sensitivity to rhythm, pitch, meter, tone, melody or timbre.

Visual-spatial

Main article: Spatial intelligence (psychology)

This area deals with spatial judgment and the ability to visualize with the mind's eye. It is comprised of two main dimensions mental visualization and perception of the physical world. It includes both practical problem solving as well as artistic creations. Spatial ability is one of the three factors beneath g in the hierarchical model of intelligence.

Linguistic

Main article: Verbal intelligence

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. Verbal ability is one of the most g-loaded abilities. This type of intelligence is measured with the Verbal IQ in WAIS-IV.

Logical-mathematical

Further information: Reason

This area has to do with logic, abstractions, reasoning, numbers and critical thinking. This also has to do with having the capacity to understand the underlying principles of some kind of causal system. Logical reasoning is closely linked to fluid intelligence and to general intelligence (g factor).

Bodily-kinesthetic

Further information: Theory of multiple intelligences § Physical intelligence, Gross motor skill, and Fine motor skill

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 also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses.

People who have high bodily-kinesthetic intelligence should be generally good at physical activities such as sports, dance and making things with their hands such as craftsmen.

Gardner believes that careers that suit those with high bodily-kinesthetic intelligence include: athletes, dancers, musicians, actors, builders, police officers, and soldiers. Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence.

Interpersonal

Main article: Social skills

In theory, individuals who have high interpersonal intelligence are characterized by their sensitivity to others' moods, feelings, temperaments, motivations, and their ability to cooperate to work as part of a group. According to Gardner in How Are Kids Smart: Multiple Intelligences in the Classroom, "Inter- and Intra- personal intelligence is often misunderstood with being extroverted or liking other people". Those with high interpersonal intelligence communicate effectively and empathize easily with others, and may be either leaders or followers. They often enjoy discussion and debate." Gardner has equated this with emotional intelligence of Goleman.

Gardner believes that careers that suit those with high interpersonal intelligence include sales persons, politicians, managers, teachers, lecturers, counselors and social workers.

Intrapersonal

Further information: Introspection

This area has to do with introspective and self-reflective capacities. This refers to having a deep understanding of the self; what one's strengths or weaknesses are, what makes one unique, being able to predict one's own reactions or emotions.

Naturalistic

Not part of Gardner's original seven, naturalistic intelligence was proposed by him in 1995. "If I were to rewrite Frames of Mind today, I would probably add an eighth intelligence – the intelligence of the naturalist. It seems to me that the individual who is readily able to recognize flora and fauna, to make other consequential distinctions in the natural world, and to use this ability productively (in hunting, in farming, in biological science) is exercising an important intelligence and one that is not adequately encompassed in the current list." 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. This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef.

This sort of ecological receptiveness is deeply rooted in a "sensitive, ethical, and holistic understanding" of the world and its complexities – including the role of humanity within the greater ecosphere.

Proposed Additional Intelligences

From the beginning Gardner has stated that there may be more intelligences beyond the original seven identified in 1983. That is why the Naturalist was added to the list in 1999. Several other human capacities were rejected because they don't meet enough of the criteria including personality characteristics and behaviors such as humor, cooking,olfactory, sexuality and extroversion.

Existential Thinking

Main article: Spiritual intelligence

Gardner declined in his 1999 book to include spiritual intelligence, but suggested that an "existential" intelligence may be a useful construct that further research might clarify. The hypothesis of an existential intelligence has been further explored by educational researchers. At present there is insufficient evidence to support its inclusion on the list of validated intelligences and instead suggest that it is better labeled as "existential thinking". Of course, this is a valued form of human thought but there are two specific problems with its identification as a unique intelligence. First, there is insufficient evidence indicating it is processed by a coherent neural system. Second, there is no practical method of determined levels of skill and ability for existential thought and action (cite forthcoming).

Pedagogical and Digital

In January 2016, Gardner mentioned in an interview with Big Think that he was considering adding the teaching–pedagogical intelligence "which allows us to be able to teach successfully to other people". In the same interview, he explicitly refused some other suggested intelligences like humour, cooking and sexual intelligence. Professor Nan B. Adams argues that based on Gardner's definition of multiple intelligences, digital intelligence – a meta-intelligence composed of many other identified intelligences and stemmed from human interactions with digital computers – now exists.

References

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