Multiple Intelligences

Multiple Intelligences is a theory primarily promoted and developed by Howard Gardner in the 1980s. The concept is that humans are not dictated by a single level of 'intelligence,' but instead are more or less able in several different areas of learning. Those areas (sometimes debated or altered) are spatial, linguistic, logical-mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalistic, and existential.

Spatial learners are able to visualize things within their mind. Concepts and figures are imagined in a virtual world, mentally. Examples of spatial learning would include puzzles, building blocks, mind-webs, and guided meditations.

Linguistic learners understand and absorb language better than others. They are able to learn by reading, writing, listening to stories, or having complex discussions.

Logical-Mathematical learners focus on abstract, logical, and sequentially organized information. They learn through patterns, problem solving, and examination of data and figures.

Bodily-Kinesthetic learners are physically oriented, and learn through the manipulation and use of their bodies. They are best at learning that requires touching, motion, and activity.

Musical learners learn best when information is presented rhythmically, lyrically, or musically. Tones, beats, and the use of voices help them absorb information. Memorization songs, well-spoken lectures, and music are good examples of useful teaching tools.

Interpersonal learners are good at interaction with other people. They learn best through debate, conversation, and team exercises.

Intrapersonal learners are focused on self-reflection and personal enrichment. They learn best through self-examination, solitary research, and personal attention.

Naturalistic learners learn best when interacting with nature and natural elements. They would probably prefer to be outside than in, and natural environments help them focus as opposed to distracting them.

Finally, the existence of Existential learners has been debated. If this is to be included, these learners are best at vast abstraction, and seeing beyond simple facts into the broad concepts of whatever is being taught.

The theory has many practical applications, but is also criticized for its flaws. As an alternative to simple IQ as a method of understanding one's strengths and weaknesses, multiple intelligences is wonderful, as it shows very clearly that no single person learns or adapts the same way as another person. Some students may find that they are strong in the 'musical' area, and that hearing information rhythmically or making music themselves may help retention. However, there is little scientific evidence to support multiple intelligences as anything other than a philosophy or guide. In the Fall 2006 issue of Educational Psychology, Lynn Waterhouse posted a review of multiple intelligences, and concluded that no study had yet shown evidence of its validity (see the Wikipedia page: http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences).

That being said, this theory is a great way to break from the liberal school's hold on our definition of intelligence. Knowing that we are not simple organisms, and that we learn in different ways depending on circumstance and subject, can help both educators and learners diversify their awareness and expand on their ability to learn and adapt.