Multiple Intelligences: Understanding the Intellectual Diversity of Students

 by Branton Shearer, Sept. 29, 2010  

The theory of multiple intelligences (MI) was first described by Howard Gardner in 1983 as a product of his neuropsychological research, work with gifted children and investigations into the reasons for inadequate arts education by public schools. MI theory describes human intelligence as being comprised of eight relatively autonomous sets of skills and abilities. This entry describes the Linguistic, Logical-mathematical, Spatial, Kinesthetic, Musical, Naturalist, Interpersonal and Intrapersonal intelligences and outlines their implications for individuals, institutions and public policy.

A New Construct Redefining Intelligence

Intelligence is an abstract concept that is defined by each culture according to its prevailing zeitgeist. Since Alfred Binet devised the first intelligence test in Paris, France in 1904 it has been assumed by most Western cultures that human intelligence can accurately be defined as a single entity (e.g, g, or general intelligence) and measured by an IQ score.

A number of alternative, multi-faceted models of intelligence have been proposed for more than 100 years but none have received the sustained world-wide recognition that has accompanied the theory of multiple intelligences introduced by Howard Gardner in his seminal book Frames of Mind in 1983. Gardner redefined intelligence as, “a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that of value in a culture” (p. 34).

This definition although apparently simple results in a number of profound changes in the way that intelligence is conceptualized, identified, assessed and educated. There are three parts to this definition that impacts one’s view of what it means to be an intelligent person in any given culture. This definition includes the logical problem solving skills that are central to IQ, general intelligence; but, secondly, it expands the concept to include divergent thinking and the making of valued products (or services). The third component of this definition that pertains directly to diversity in education is the idea that these problems, products or services are “of value in a culture.”

Based on this definition Gardner uses eight criteria to scientifically identify which human capabilities qualify as an intelligence. Research to date has provided extensive data to support the identification of eight intelligences, these are: Linguistic, Logical-mathematical, Spatial, Kinesthetic, Musical, Naturalist, Interpersonal and Intrapersonal.

Eight Criteria for the Intelligences

Unlike traditional unitary concepts of intelligence, MI is not based on the statistical analyses of a few sets of specifically selected tests (typically, linguistic, mathematical problem-solving and logical reasoning). Instead, to qualify as an intelligence each set of abilities has to fare reasonably well in meeting eight criteria that come from a diverse array of scholarly disciplines.

The eight criteria used to identify the intelligences are:

1-  identifiable cerebral systems

2-  evolutionary history and plausibility

3-  identifiable core operation or set of operations

4-  meaning that can be encoded in a symbol system

5-  a distinct developmental history & mastery or “expert” levels

6-  existence of savants, prodigies and exceptional people

7-  evidence from experimental psychological tasks

8-  psychometric findings

Another important factor not explicitly included as one of the criteria is cross-cultural evidence.

The Eight Intelligences

Each intelligence has its own memory system with brain structures dedicated to processing its specific contents as well as valued roles in the life of a culture and community (Shearer, 2009).

Linguistic and logical-mathematical intelligences are most often associated with academic achievement and IQ.  The essential features of Linguistic intelligence include the ability to use words effectively for reading, writing, listening 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 editor, secretary, lawyer and salesperson. 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 playwriting.

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., engineer, computer analyst and accountant).  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 curiosity, the identification of new problems or the generation of unique and worthy questions.

Musical intelligence includes sensitivity to pitch, rhythm, timbre and the emotional aspects of sound as pertaining to the tasks of musical appreciation, singing, and playing an instrument. A musical 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 thought. 

The Kinesthetic intelligence highlights the ability to use one's body in differentiated ways for both expressive (e.g., dance, acting) and goal-directed tasks (e.g., athletics, working with one's hands).  Well-developed kinesthetic ability for creative movement is required for success in professions such as dance, choreography, drama, and mime. Precision, control, and agility are required of athletes as karate masters and gymnasts as well as surgeons and diamond cutters.

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, spatial navigation, and assembly. Visual artists and film makers exemplify creative spatial thinking, and a successful architect will need both 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 rancher, ecologist and zoologist. 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 pets, farm animals and wildlife.

The Intrapersonal and Interpersonal intelligences are described as separate yet related functions of the human brain (especially the frontal lobes).  They represent two sides of the same coin, where Intrapersonal emphasizes self-knowledge and Interpersonal involves understanding other people. 

Essential functions of Intrapersonal intelligence include accurate self-understanding, 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 life satisfaction and success. Careers that require skills in Intrapersonal self-management include pilots, clergy, police officers, CEOs, psychotherapists and inventors. 

Interpersonal intelligence also plays an important role 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 salespersons, counselors, and doctors need to be adept at understanding a specific individual and then managing that relationship.

Learning Style Isn’t Intelligence

The concept of “learning style” is difficult to define despite its common usage. There are many learning style theories that attempt to describe a person’s learning preferences. Some theories emphasize a child’s interests while others focus on personality characteristics. It must be kept in mind that a child’s skills are not the same as his or her interests or preferences. They may be correlated or they may not. One learning style theory familiar to most teachers is the V,A, K model by Dunn & Dunn which states that a child may prefer to learn something through visual, auditory or kinesthetic sensory modalities. There are obvious connections between the V, A, K model with the Spatial, Linguistic and Kinesthetic intelligences, but it is important not to confuse an interest with ability.

A child may enjoy socializing and join many clubs but this does not mean that he or she is Interpersonally insightful. A girl may be only an average soccer player even though she plays passionately on two teams regularly. A boy may be graceful and agile but have absolutely no interest in dancing and instead prefers to learn through reading and writing. Conversely, a person with strong Logical-mathematical skills may indeed prefer a curriculum that is carefully reasoned, well organized and systematic.

            The relationship between one’s preferences and abilities is thus complex and not easily simplified. It is important not to “label” children with simplistic terms such as “He’s a visual learner and not verbal.” All people have all eight intelligences and may have several different strengths that can be used to enhance learning and achievement. For this reason Gardner advocates the use of authentic forms of assessment that carefully describe a person’s actual performance on a wide range of tasks.

Educational and Cultural Implications of MI Theory

            At its core MI theory promotes respect for the unique cognitive profiles possessed by all individuals by valuing a wide range of skills and abilities as important “tools” that may be used and developed to contribute to the welfare of the community.

            For the individual, there are two fundamental human needs that MI theory serves to fulfill: the need to be appreciated for one’s uniqueness, and second, the need to be included within and connected to a caring community. Rather than evaluating the worth of an individual to the community along a thin line of intelligence test scores, the MI perspective describes at least eight distinct ladders that can each lead to success. Each person has a unique profile of intelligences and his or her strengths can be easily associated with specific careers and adult roles. This is of particular importance to adolescents as they navigate their way through the maze of high school guided by the hope that they possess abilities (intelligence) that will lead to a valued adult role in the community.

            For schools and other institutions involved in developing human potential Gardner has offered three paths to bring MI theory to life. The first is the personalization of education in order to take seriously the fact that each person has his or her own unique MI profile. The second is the challenge of teaching with a variety of intelligences in order to promote learning and understanding for all types of learners, regardless of their intellectual strengths and limitations. The third goal is to connect learners to valued community roles, especially via careers that accentuate one’s unique strengths.

            For public policy the challenge is to establish goals, guidelines and consequences that promote a healthy balance between a standardized curriculum and instruction that provides a sufficient range of options and support for students with all kinds of profiles. MI theory has been out of favor under governmental policies that emphasize the standardization of instruction over curricular innovations and customization.

            The concept of “diversity” is typically associated with differences in race, gender, cultures, nationalities and ethnic backgrounds. MI theory has proven to cut across these external differences by describing the essential cognitive structures possessed by all humans. For example, there may be an infinite variety of musical expressions in sound and song around the world but at the core is Musical intelligence. All cultures practice different strategies for interpersonal conflict management but the most successful practitioners may well be those people with higher Interpersonal intelligence.

            The challenge of diversity education for individuals, families and institutions is to not “judge a book by its cover” but instead to recognize the unique MI profile of each individual and nurture those abilities and create opportunities where they may be guided into valued adult roles. Of course, the cover of the book is important but only as far as it serves to lead the person towards the development of his or her full intellectual potential.

Branton Shearer

See also…

Campbell, L. & Campbell, B. (1999). Multiple intelligences and student achievement: Success

            stories from six schools. Alexandria, VA: Association for Supervision and Curriculum       Development.

Chen, J., Krechevsky, M. & Viens, J. (1998). Building on children's strengths: The experience

of project spectrum. New York: Teachers College Press.

Gardner, H. (1999). The disciplined mind: What all students should understand. New

York: Simon & Schuster.

Kornhaber, M. et al. (2004). Multiple intelligences: Best ideas from research and practice.

            Boston, MA: Pearson Education Inc.

Shearer, B. & Fleetham, M. (2008). Creating extraordinary teachers: Multiple

            intelligences in the classroom  and beyond. London, UK and NY: Continuum

            International Publishing Group, Network.

Further Readings

Binet, A. & Simon, T. (1916). The development of intelligence in children. Baltimore:

             Williams & Wilkens.

Dunn, R., Dunn, K., & Price, G. E. (1984). Learning style inventory. Lawrence, KS, USA:

Price Systems.

Gardner, H. (1983, 1993).  Frames of mind: The theory of multiple intelligences.

            New York: Basic Books.

Gardner, H, (2009).  Multiple intelligences around the world. San Francisco: Jossey-Bass.

Gardner, H. (2004). Audiences for the theory multiple intelligences. Teachers College

            Record. 106(1), 212-220.

Shearer, B. (2009). MI at 25: Assessing its impact and future for curriculum and instruction.

            Teachers College Press: Cambridge, MA.