Paper Example on Multiple Intelligence: Understanding Human Capabilities

Introduction

Intelligence means the human intellectual potential which is unique in every human being because it is innate and can be measured (Shearer, 2018). Intelligence by far refers to the ability to acquire and apply knowledge in solving problems, understanding, and discerning situations.

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The theory of multiple intelligence challenges the overall interpretation of single IQ by establishing a new understanding of human intelligence which is depicted in different human capabilities and capacities that are not universally equal and identical (Gardner & Hatch, 1989). An example of multiple intelligence scenario has been experienced by educators who are forced to present their information in different approaches to be understood by learners. As such, learners showcase different understanding and methods of comprehension with the presented information being understood differently by the students (Batdi, 2017). This prompts educators to provide various information delivery and presentation approaches to aid student comprehension (Shearer, 2018). While some students struggle to present similar information in the form of writing the same students can be able to offer the same information in graphical form which is a depiction of multiple intelligence. Therefore, multiple intelligence is theoretically used to mean different intellectual abilities that vary from one individual to another (Davis, Christodoulou, Seider, & Gardner, 2011). This research paper seeks to explore the topic of multiple intelligence as Gardner's theory conceptualizes it to identify the attributes and future implications of Gardener's theoretical tenets on human intellectual abilities.

Gardner's Theory

Gardner's theory is amongst the most prominent arguments in support of multiple intelligence paradigm which believes that human intelligence cannot be measured using a single measure such as linguistic prowess, musical skills, logical mathematics or interpersonal skills (Shearer, 2018). Instead, Gardner's theory of multiple intelligence holds that the traditional single measure of human intellectual capacity is limited and postulates that humans have multiple intelligences. Gardner's theory of multiple intelligence has been widely accepted and adopted in different disciplines especially in education and learning which has been used to improve the overall adoption of learning methods to facilitate holistic learning and discovery of areas where students can perform better (Shearer, 2018). The theory of multiple intelligence holds that although an individual might have the ability in a single discipline such as music intelligence that does not mean that they are limited in other disciplines (Sener & Cokcaliskan, 2018). For instance, whereas some individuals have a high understanding of information when it is delivered through linguistic-based methods such as reading and writing others comprehend better when they are taught using mathematical based logic.

Gardner's theory supposes that instead of the argument of a single intelligence capability people have multiple intelligence in different extent, but there is one that is more dominant compared to the others (Batdi, 2017). Therefore, the critical concept in Gardner's theory of multiple intelligences is that although individuals possess different intelligence capabilities, the strength in the mental abilities differs from one individual to another (Gardner & Hatch, 1989). Gardner's theory primary target was the critic against the education system which is constituted to measure linguistic intelligence more compared to the logical and quantitative intelligence (Shearer, 2018). As such, this results in the disadvantage of individuals with logical comprehension intelligence and the favor of the students with greater linguistic intelligence strength.

Distinct Intelligence According to Gardner's Theory

Verbal-Linguistic Intelligence

Verbal-Linguistic intelligence refers to the acquisition of knowledge through languages such as reading, speaking, and writing. As such, this particular intelligence according to Gardner involves the understanding and acquisition of meaning when information is provided in the form of writing or reading and also entails the capacity of an individual in spoken speech and written knowledge using a particular language (Batdi, 2017). According to Gardner, the verbal-linguistic intelligence has more to do with the ability to discern the sociocultural paradigm of a language such as idioms, proverbs, and the linguistically based humor (Sener & Cokcaliskan, 2018). Individuals with a very developed verbal-linguistic intelligence have exceptional reading, writing, and speaking skills and can be able to use their linguistic prowess to create creative linguistic products such as poetry, good debating skills, and formal speaking (Gardner & Hatch, 1989). An example of an exceptional verbal-linguistic intelligence is the ability to express oneself clearly when irritated an aspect that not every individual possess. Besides, individuals with extraordinary verbal-linguistic intelligence excel in the written assignments, and it is easy for them according to Gardner to comprehend what they read.

Mathematical-Logical Intelligence

Mathematical intelligence according to Gardner's theory of multiple intelligence is the ability to understand patterns both in thought, color, number, and visual forms. People with such ability and tendency to try to understand the relationships in patterns of numbers or abstract patterns are said to have a high mathematical or logical intelligence (Batdi, 2017). People who have high logical intelligence think conceptually and abstractly at the same time. This makes it possible for them to see patterns in normal life that other people are not able to see.

Visual-Spatial Intelligence

The visual intelligence according to Gardner refers to the ability to see shapes, images, patterns, designs and textures that other people are not able to visualize in real sense (Gardner & Hatch, 1989). Besides, visual intelligence is the ability to creatively conjure images inside our heads and people with a high spatial intelligence think in the form of images and pictures and are more likely to associate their environment in the way of designs and patterns (Abdallah, 2008). In most cases, they are said to have inner eyes which makes them more drawn to the maps and jigsaw puzzles.

Intrapersonal Intelligence

Human self-reflective ability refers to an individual ability to reflect internally upon their life (Sener & Cokcaliskan, 2018). The intrapersonal intelligence is also known as introspective intelligence and can be assessed by the overall individual ability to be aware of their inner worlds such as emotions, values, beliefs and their spirituality. As such, this intelligence quality differs from one individual to another (Gardner & Hatch, 1989).

Kinesthetic Intelligence

Such individuals are known to learn more by action, and physical movement is the primary avenue of gaining knowledge (Gardner & Hatch, 1989). This concept theorizes that the body in itself is aware of many things that the logical mind and the conscious are not aware of (Abdallah, 2008). For instance, riding a bicycle is a kinesthetic intelligence and so is the ability to identify the position of the keyboard keys.

Interpersonal Intelligence

This is also referred to like person to person way of knowing and occurs in the process of working and relating with other people (Gardner & Hatch, 1989). Often, interpersonal intelligence is showcased in group-based interactions and involves the development of a range of social skills (Abdallah, 2008). The social skills are essential in effective communication and individuals with high interpersonal intelligence can learn more through personal interactions in group-based environments.

Naturalistic Intelligence

This type of intelligence according to Gardner occurs through encounters in the natural world and significantly depends on the understanding and appreciation of the natural environment (Batdi, 2017). Naturalist intelligence involves the ability to classify and identify, and such individuals are more enthusiasm when it comes to outdoor activities. Musical-Rhythmic Intelligence

This type of intelligence occurs in the presence of sound and vibration and encompasses the discernment and the ability to operate sounds, beats, and vibrational patterns (Gardner & Hatch, 1989). As such, individuals with this type of intelligence have a high affinity of music and sensitivity to the sounds within the operating environment (Abdallah, 2008). Besides, such individuals have a high ability to recognize musical instruments within a composition.

Multiple Intelligence Theory Implications

Gardner theory of multiple intelligence has significant positive implications especially in the field of education. The multiple intelligence theory is a remedy to the multiple challenges inherent within the education system because it proposes that the educators should be able to tailor their lessons and the education approaches to match the multiple intelligence identified amongst the students (Shearer, 2018). This approach ensures that the learners can be able to gain more through a multi thronged pedagogy delivery approach. The multiple intelligence theory has been instrumental in helping students to gain more success because it teaches the educators that all students have academic potential depending on the approach of assessment and the pedagogy delivery (Shearer, 2018). Besides, multiple intelligence theory when adopted by educators it makes learning more enjoyable by increasing the interest of all the students because they feel more represented. Therefore, Gardner calls for an individually configured education system that is more representative and responsive to the individual needs of the students.

Conclusion

Gardner's multiple intelligence theory has played a significant role in improving the overall adoption of better teaching methods that are more responsive to the needs of the students. The theory supposes that people have varying strengths in intelligence which plays a significant role in the overall development of education pedagogy and delivery methods. The theory has significantly improved the assessment of the learner's capability based on their individual needs and capabilities instead of adopting a single framework of assessing knowledge and intelligence amongst students.

References

Abdallah, M. M. S. (2008). Multiple Ways to be Smart: Gardener's Theory of Multiple Intelligences and its Educational Implications in English Teaching and Oral Communication. Online Submission.

Batdi, V. (2017). The Effect of Multiple Intelligences on Academic Achievement: A Meta-Analytic and Thematic Study. Educational Sciences: Theory & Practice, 17(6). Retrieved from https://www.estp.com.tr/wp-content/uploads/2017/12/ESTPDecember2017_2057_2092-1.pdf

Davis, K., Christodoulou, J., Seider, S., & Gardner, H. E. (2011). The theory of multiple intelligences. Harvard University. Retrieved from https://howardgardner01.files.wordpress.com/2012/06/443-davis-christodoulou-seider-mi-article.pdf

Gardner, H., & Hatch, T. (1989). Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-10. Retrieved from https://www.sfu.ca/~jcnesbit/EDUC220/ThinkPaper/Gardner1989.pdf

Sener, S., & Cokcaliskan, A. (2018). An Investigation between Multiple Intelligences and Learning Styles. Journal of Education and Training Studies, 6(2), 125-132. Retrieved from https://files.eric.ed.gov/fulltext/EJ1170867.pdf

Shearer, B. (2018). Multiple Intelligences in teaching and education: Lessons learned from neuroscience. Journal of Intelligence,...