MIDAS Profile
The Theory of Multiple Intelligences, Career Development and The MIDAS Assessment
C. Branton Shearer, Ph.D.
December, 2004
1316 S. Lincoln St. Kent, Ohio 44240
What does it mean to be an
intelligent person? Philosophers, psychologists and everyday people have
answered this question using a wide variety of definitions for intelligence
since time immemorial. This question has particular significance for someone
seeking a career path where the chances for success and satisfaction will be
maximized.
In his landmark book, Frames of Mind: The Theory of Multiple
Intelligences (1983), Howard Gardner provided extensive research to support
his contention that human intelligence is multifaceted rather than singular.
Gardner (1999a) redefined intelligence as, “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” (p. 34). To qualify
as an intelligence in Gardner’s multiple intelligences (MI) theory, each
ability has to satisfy a range of criteria: the potential for isolated
breakdown of the skill through brain damage; the existence of savants,
prodigies, and other exceptional individuals with this ability; support from
psychological training studies and from psychometric studies, including
correlations across tests; evolutionary plausibility; and a distinct
developmental history culminating in a definable set of endstate performances.
In addition, each intelligence has to have an identifiable core operation or
set of operations, as well as susceptibility to coding in a symbol system
(e.g., language, mathematics, picturing, or musical notes) (Feldman, 1998).
Gardner uses eight basic criteria to identify several different
intelligences that all humans have as part of their cerebral endowment. Of
course, given that the normal human brain consists of approximately 100 billion
neurons and each individual is exposed to an infinite variety of environmental
stimuli influencing the course of intellectual growth, each person possesses
his / her unique profile of strengths and limitations.
The eight intelligences identified by MI theory are Linguistic,
Logical-mathematical, Spatial, Kinesthetic, Musical, Naturalist, Interpersonal
and Intrapersonal. Each intelligence has
its own memory system with cerebral structures dedicated to processing its
specific contents (Gardner, 1993).
Linguistic and logical-mathematical
intelligences are most often associated with academic accomplishment. The core features of linguistic intelligence
include the ability to use words effectively for reading, writing and speaking. Linguistic skill is important for providing
explanations, descriptions and expressiveness.
Gardner describes the poet as the epitome of Linguistic ability. Other career fields requiring skill in this
area include teaching, journalism, and psychology. Convergent aspects of Linguistic intelligence
assessed by standard intelligence tests include vocabulary and reading
comprehension. Activities requiring
divergent thinking include story telling, persuasive speech, and creative
writing.
Logical-mathematical intelligence
involves skill in calculations as well as logical reasoning and
problem-solving. People strong in this
intelligence are usually the ones who are described as being “smart” (e.g.,
mathematicians, philosophers, logicians).
Logical-mathematical intelligence is required for multi-step, complex
problem-solving and mental math. Most IQ
tests assess a person’s ability to reason and problem-solve quickly, but do not
examine divergent and reflective aspects of Logical-mathematical intelligence,
such as the identification of novel problems or the generation of new and
worthy questions.
Musical intelligence includes
sensitivity to pitch, rhythm, and timbre and the emotional aspects of sound as
pertaining to the functional areas of musical appreciation, singing, and
playing an instrument. A composer
requires significant skill in many aspects of this intelligence—especially
involving creative musical thinking. On
the other hand, musical careers (e.g., instrumentalist, vocalist) generally
require more circumscribed abilities that emphasize technical skill rather than
creative output.
The Kinesthetic intelligence highlights the ability to use
one's body in differentiated ways for both expressive (e.g., dance, acting) and
goal-directed activities (e.g., athletics, working with one's hands). Well-developed kinesthetic ability for
innovative movement is required for success in professions such as
choreography, acting, and directing movies or plays. Precision, control, and agility are the
hallmarks of athletes such as karate masters, professional soccer players, and
gymnasts.
Spatial intelligence includes the
ability to perceive the visual world accurately and to perform transformations
and modifications upon one's own initial perceptions via mental imagery. Functional aspects of Spatial intelligence
include artistic design, map reading, and working with objects. Visual artists and interior designers
exemplify creative spatial thinking, and a successful architect will need both
the creative abilities as well as technical expertise. An automobile mechanic or engineer, on the
other hand, does not need creative and artistic abilities to find the solution
to a malfunctioning engine.
A person strong in the Naturalist intelligence displays empathy, recognition, and understanding for
living and natural things (e.g., plants, animals, geology). Careers requiring strong Naturalist skills
include farmer, scientist, and animal behaviorist. Skilled scientists use pattern recognition to
identify an individual’s species classification, create taxonomies, and
understand ecological systems. Empathic
understanding is a related ability that allows people to care for and manage
the behavior of living entities.
Unique contributions of the MI model to educational theory are the
personal intelligences. The Intrapersonal and Interpersonal
intelligences are presented as separate yet related functions of the human
brain (especially the frontal lobes).
They are described as two sides of the same coin, where Intrapersonal
emphasizes self-knowledge and Interpersonal involves understanding other
people.
Vital functions of Intrapersonal intelligence include
accurate self-appraisal, goal setting, self-monitoring/correction, and
emotional self-management. Results of
research have highlighted the importance of metacognition for learning in the
basic academic skills of reading and mathematics. Intrapersonal intelligence is not the same as
self-esteem, but it may be a strong factor in promoting self-confidence and
effective stress management. Well-developed Intrapersonal intelligence may well
be essential to an individual’s sense of satisfaction and success. Careers that require skills in Intrapersonal
self-management include pilots, police officers, writers, and teachers.
Interpersonal intelligence also plays a
vital function in a person’s sense of well-being. It promotes success in
managing relationships with other people.
Its two central skills, the ability to notice and make distinctions
among other individuals and the ability to recognize the emotions, moods,
perspectives, and motivations of people, are known to be critical factors in
successful employment. The ability to
manage groups of people is required for managerial or leadership positions. Good teachers, counselors, and psychologists
need to be adept at understanding a specific individual and then managing that
relationship.
Career Implications of MI Theory
There are four very practical implications for applying MI to career
planning, selection and development. First, the chances for maximum career
development are increased when there is a good match between the job tasks and
an individual’s MI strengths. Second, the strength and development of
Intrapersonal intelligence is a key factor in positive career selection and
advancement. Third, career development will be enhanced when the person’s
significant others (parents, teachers, counselors, supervisors, peers,
co-workers, etc.) are aware and supportive of the growth of and individual’s
particular strengths. Fourth, the negative impact of the person’s weaknesses on
career success will be minimized when strengths are emphasized and employed to
bridge over any significant deficits.
The MIDAS Assessment
The Multiple
Intelligences Developmental Assessment Scales (MIDAS) were developed in 1987 to
provide an efficient means for obtaining a rich and descriptive understanding
of a person’s multiple intelligences profile. Since then extensive research
around the world has established its reliability and validity along with its practical
applications. It has been used for the past 10 years at the university level to
assist confused college students to decide upon a major course of study and
clarify career options best suited to one’s MI strengths. The MIDAS is also
being used widely to assist high school students with enhancing self-knowledge,
study skills and career awareness. Teachers also use the MIDAS to better
understand the unique educational needs of “at risk”, typical and high ability
students.
Further Readings and References
Gardner, H. (1983, 1993). Frames of mind: The theory of multiple
intelligences.
New York:Basic
Books.
Gardner, H. (1993). Multiple intelligences: Theory into practice. New York:
Basic Books.
Gardner, H. (1995). Reflections on multiple intelligences: Myths and
messages.
Phi Delta
Kappan, 77, 200-209.
Gardner, H. (1999a). Intelligence reframed: Multiple
intelligences for the 21st century.
New York: Basic
Books.
Shearer, C. B. (1994). The MIDAS: Professional manual. Kent,
Ohio: MI Research and
Consulting, Inc. www.MIResearch.org
Shearer, C. B., & Jones, J. A. (1994, April). The validation
of the Hillside Assessment of
Perceived
Intelligences: A measure of Howard Gardner’s theory of
multiple
intelligences. Paper presented at the annual meeting of the
American
Educational Research Association, New Orleans, LA.
Shearer, C.B. (1999). The challenge! A MIDAS guide to career success. Kent,
OH: MI
Research and
Consulting, Inc.
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