What is Howard Gardner's theory of Multiple

Intelligences?
According to Howard Gardner’s theory of Multiple intelligences, every
person has a different type of "intelligence." In 1983, the developmental
psychologist Howard Gardner proposed the concept of multiple
intelligences in his famous book Frames of Mind: The Theory of Multiple
Intelligences.
According to the theory of Multiple Intelligences, old psychometric
intelligence findings are too restricted. Howard Gardner suggested
that there are eight intelligences with the possibility of adding more
categories of intelligence, for example, "existentialist intelligence."
Howard Earl Gardner was an American developmental psychologist and
a Professor of Cognition and Education at the Harvard Graduate School
of Education at Harvard University.
He introduced his theory of multiple intelligences in the early 80's,
proposing that traditional psychometric findings of intelligence are too
restricted. He suggested that there are eight intelligences instead;
linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial-
visual, interpersonal, intrapersonal and naturalist—and argued that
existentialist intelligence is a possible ninth form.
Other intelligences can be identified through the measurement of
cognitive tasks like strategic planning or decision-making.
For example, interpersonal intelligence involves the use of cognitive
skills to understand others’ thoughts and feelings, while intrapersonal
intelligence means being able to externally understand one's own
thoughts and feelings. Hence, many cognitive abilities may form part of a
person's multiple intelligences and can aid in understanding how people
are different from one another.
The theory of Multiple Intelligences by Howard Gardner suggests that
the learning process should be tailored to an individual's strengths in
their multiple intelligences. By recognizing and developing these
intelligences, individuals can enhance their ability to learn and
understand information. For example, a person with strong linguistic
intelligence may benefit from reading and writing exercises, while a
person with strong visual-spatial intelligence may benefit from visual aids
and hands-on activities. The theory of Multiple Intelligences emphasizes
the importance of recognizing and valuing different types of intelligence
and adapting teaching methods to meet the needs of diverse learners.
To effectively apply the theory of Multiple Intelligences in education, it's
important to provide a variety of learning materials that cater to different
types of intelligences. For example, for students with strong musical
intelligence, incorporating music into lessons can be effective. For those
with strong interpersonal intelligence, group activities and discussions
can be beneficial. By providing a range of learning materials that cater to
different intelligences, educators can create a more inclusive and
effective learning environment for all students.

Gardner's Theory of Multiple Intelligence

Gardner's theory of multiple intelligences questioned the assumption that analytical ability,
which is a focus of traditional IQ testing, equates to greater intelligence. Instead, Gardner
suggested that people have at least 8 different types of intelligences. Variation in the
strengths of each of these types exists between individuals. Students may best learn
material if it is taught in a modality that complements their preferred type of intelligence. In
addition to a different view of the previously singular perspective on intelligence, Gardner's
theory also provided a direct way to apply his findings to the classroom.

Gardner's focus on the usefulness of his theory to the applied setting of the classroom is not
surprising. Unlike Sternberg and most other developmental theorists, Gardner is a
neuropsychologist and educational researcher. He focuses on the interaction between brain
developmental, learning, and traditional approaches to education. Gardner believes that
most traditional approaches to teaching only reach the three conventional types of
intelligences. Conventional intelligences include linguistic, logical-mathematical, and spatial.
According to Gardner, only these three conventional types of intelligence are measured by
IQ testing. The other five types of intelligences include: musical, bodily-kinesthetic,
interpersonal, intrapersonal, and naturalist. Although strengths in these areas can propel an
individual to career and personal success, they are less valuable in academic settings and
poorly measured by traditional cognitive assessments.

Gardner's approach to cognitive assessment differs greatly than what is typically employed
with psychological testing. Rather than a paper and pencil or verbal assessment, Gardner
observes the product of the intelligence. He watches children's ability to maneuver in space,
listens to them recall a story, observes their musical ability, and times how quickly they put
together a puzzle. Gardner believes that the types of intelligence cannot be arranged in a
hierarchy.

Individuals may be equally strong or weak in all, but most show variation in their abilities
among the different types of intelligences. Instead of a focus on comparing individuals to
each other, Gardner views cognitive assessment as an opportunity to improve self-
awareness and create the most effective approach to helping a child reach his or her full
potential through education.
Sternberg's Triarchic Theory of Intelligence

Like Gardner, Sternberg's theory expanded on the traditional conceptualization of

intelligence. Sternberg's theory does not support differing forms of intelligence but rather
posits that there are three specific elements or aspects of intelligence. These elements
include: componential, experiential, and contextual. The componential aspect of intelligence
related to one's ability to analyze a situation, process information, and solve problems. The
experiential aspect of intelligence is seen in people who are exceptionally insightful and
creative. It is measured by how a person approaches a new situation and an individual's
originality in their approach to problem solving. Finally, the contextual element relates to
practical knowledge or common sense. It is measured through observing how a person
deals with their environment and how well they make decisions. Sternberg believed that
everyone has all three elements of intelligence but many individuals are stronger or weaker
in some aspects of intelligence.

Sternberg criticized traditional IQ tests because they focus almost exclusively on only one
element of intelligence, componential ability. This ability is most frequently tapped through
academic assignments and it is an accurate predictor of academic success. Still, argues
Sternberg, it does not accurately summarize one's true ability to navigate the cognitive tasks
of the environment. Other challenges beyond academia exist. Knowledge needed to
succeed in the outside world, but not formally taught in school, was called tacit knowledge
by Sternberg's theory. Tacit knowledge is typically described as common sense. It is poorly
measured by traditional IQ assessments.

To more accurately measure intelligence in a manner informed by his theory, Sternberg

developed the Sternberg Triarchic Abilities Test (STAT). The assessment measures
analytic ability, creative capacity, and practical knowledge. The STAT has strong validity in
predicting critical thinking, problem solving, and creativity. It is comprised of multiple choice
and essay questions and involves three domains: verbal, quantitative, and figural.

Similarities in the Theories

Gardner's and Sternberg's theories expanded the definition of intelligence to consider

realms of cognitive abilities not captured by traditional assessments and often not taught in
Western classrooms. Gardner's and Sternberg's theories were born from what they viewed
as missing elements from previous definitions of intelligence. Each theorist considered
aspects of practical intelligence and creativity as important predictors of life success. Each
theorist also considered unique ways to measure intelligence with a focus on a broadened
view of capturing one's true abilities.
Differences in the Theories

Gardner's theory of multiple intelligences contrasts to Sternberg's because Gardner

believes that the 8 types of intelligences he defined were different enough to be classified
as their own types of intelligences. Sternberg argues that one capacity for intelligence
exists, but it is made up of three distinct elements. Although some overlap exists, especially
regarding creativity, Gardner's types of intelligences and Sternberg's aspects also differ.
Gardner recognizes aspects of intelligence like kinesthetic, musical, and naturalist.
Sternberg focuses primarily on elements of cognitive development that can be measured
through somewhat traditional means (i.e. multiple choice and essay format).

Applications of Gardner's and Sternberg's Theories to the Learning

Environment

Gardner's and Sternberg's research offers a number of valuable insights for educators.
First, educators must recognize the importance and potential in the existence and further
development of abilities not always captured by academic tests. Creativity, musical talent,
and exceptional social skills should not be viewed as extracurricular skills, but rather facets
of intelligence that can be utilized to bolster other less developed cognitive abilities. To
adopt this approach, educators must adopt an individualized approach to assessment
because children's strengths and weaknesses among different types of
intelligences/elements vary so greatly.

The theories of Gardner and Sternberg also allow for the use of creative lesson planning
strategies to tap into strengths that are less prioritized in the classroom. Teachers can
design activities that encourage creative problem solving, body movement, and exploring
nature. In addition to maximizing the potential of all of their students, teachers can foster the
development of skills that may be more useful in the outside world than some traditionally
high valued academic abilities. As predicted by Gardner and Sternberg, facilitating the
development of all types of intelligences or aspects of intelligence will likely result in
improved academic skills, better problem solving, and more effective social skills.

References

What Is Learning - Creativity and Conversion: A Reflection of a Visual Learner. Web.

essayscam.org/forum/fe/learning-creativity-conversion-reflection-visual-5066/

Gardner, H. Are there additional intelligences? In J. Kane (Ed.), Education, information, and
transformation: Essays on learning and thinking. Englewood Cliffs, NJ: Prentice-Hall.

Sternberg, R.J. The concept of intelligence and its role in lifelong learning and success.
American Psychologist, 52, 1030-1037.

Sternberg, R.J. & Clinkenbeard, P. A triarchic view of identifying, teaching, and assessing
gifted children. Roeper Review, 17, 255-260.

Sternberg, R.J. Torff, B., & Grigorenko, E.L. Teaching triarchically improves school
achievement. Journal of Educational Psychology, 90(3), 374-384.