According to the Merriam-Webster Online Dictionary intelligence is defined as: “the ability to learn/understand/deal with new or trying situations or the ability to apply knowledge to manipulate one’s environment or think abstractly as measured by objective criteria (such as tests)”. The most well-known intelligence test is the IQ test which measures an individual’s mathematical, linguistic, visual-spatial, memory, and reasoning abilities and provides a score to be considered on a standardized scale. However, are is a person less intelligent when they fail at Math, but excel in music or any other kind of art? Is a person less intelligent, when they have poor memory but demonstrate excellent leadership skills?
What Gardner’s (1983) innovative theory suggested is that intelligence is not a general ability but rather a set of them that helps us address any new or challenging situation. He claims that every individual is in possession of at least eight different types of intelligence developed to a greater or lesser extent. These types are (adapted from Wingate 1996):
- Linguistic: an individual learns through words and language. They are excellent storytellers and avid readers. As learners, they thrive when provided with books, writing opportunities, discussions, and debates.
- Logical-mathematical: an individual learns through logic and reasoning. They like experiments, trying to find solutions, puzzles, and handling numbers. As learners, they thrive when provided with opportunities to explore and use props during the teaching process.
- Spatial: an individual learns through images and pictures. They are talented artists and they have to visualize something in order to understand it in depth. As learners, they thrive when provided with audiovisual material, illustrated books e.g., graphic novels, lego toys, art, and mazes or puzzles.
- Bodily-kinesthetic: an individual learns through using their body. They are excellent at physical activities and quite skillful when handling objects or constructing things. As learners, they thrive when provided with tactile experiences, hands-on learning opportunities, and bodily movement.
- Musical: an individual learns through rhythm and melodies. They have great listening skills and are musically gifted. As learners, they thrive when provided with songs, music, and opportunities to sing or create their own music.
- Interpersonal: an individual learns through engaging with other people. They demonstrate great leadership, organizational, and persuasion skills. As learners, they thrive when provided with the opportunity to work in groups, collaborate with friends, and take part in (after) school clubs.
- Intrapersonal: an individual learns through self-pacing their learning. They are quiet and good at planning and setting goals. They thrive when provided with the opportunity to work alone and when given choices.
- Naturalistic: an individual learns through connecting with nature and other cultures. They are great in classification, sensitive to all forms of life, and usually care deeply about environmental, human, and animal rights issues. They thrive when provided with the opportunity to learn outside of the traditional classroom and when learning is combined with information or actions regarding the natural world.
It is essential to mention that Gardner highlights that definition of intelligence has also deep cultural roots and differs from culture to culture; what is a sign of intelligence in a culture may not be the same in another.
Gardner’s theory has been met with skepticism by many psychologists and experts, who mostly question the lack of a clear guide on how to handle all these types of intelligence after acknowledging them. It is obvious that one lesson cannot cater to all intelligence types. However, what we as teachers can try to do is to make sure that all our lessons combined include activities that can boost all types of intelligence. For example, in the EFL context, a lesson about animals and their body parts, and the use of descriptive language could be done in the local zoo or we could try to include movement in our grammar lessons so as to stimulate the kinesthetic learners.
Gardner’s theory has multiple applications in our lives and we can benefit from it not only as educators but also as parents, caretakers, friends, and individuals. The sky is the limit!
References:
Bouniol, P. & Anastasiadou, A. (2004/2020). ‘Learning Theories: Part Two (Week 3)’. In T. Alexiou & A. Anastasiadou (Eds.), Teaching English to young learners. Patras: Hellenic Open University.
Gardner, H. E. (2011). Frames of mind: The theory of multiple intelligences. Basic books.
Wingate, J. (1996). Multiple intelligences. English Teaching Professional, 1, 28-31.
Intelligence Definition & Meaning – Merriam-Webster
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