Theory of multiple intelligences illustrates theory of intelligence which differentiates intelligence into specific modalities, instead of viewing intelligence as single general ability. This theory was initiated in 1983 by Howard Gardner, in his book Frames of Mind: the Theory…
These criteria are based on eight abilities: naturalistic, interpersonal, logical-mathematical, intrapersonal, bodily-kinesthetic, verbal-linguistic, musical-rhythmic, and visual-spatial (Garnder, 1984). Gardner also illustrated that moral or existential intelligence can be included. Intelligence distinctions are clearly illustrated; but Gardner opposes classifying learners according to certain intelligence. Each and every individual has unique integration of all intelligences. Multiple intelligences empowers learners; through restrictions on one learning modality.
In his book, Gardner explains that intelligence is grouped into three categories initiated by capabilities: capability of producing effective product and service valued in the society; skills set which ensures problem solving abilities of people in life; and abilities of finding solutions to problems, which also leads to new knowledge (Gilman, 2012).
Individuals believing in one intelligence kind illustrate that intelligence emanates from a single unique factor. They support this argument through the high positive correlation of the Intelligence Quotient, and ability of finishing basic cognitive tasks. There is also exists high positive correlation of reaction time with intelligence (Gardner, 2000).
Gardner views intelligence as the biopsychological potential of analyzing information which is activated in cultural aspects, so as to create products, services, and solutions to problems; which are significant to the culture (Gilman, 2012). Gardner illustrates that several approaches can add value to society, instead of just linguistic or logical intelligence. The major aim of schooling entails creating intelligences, and enables individuals to achieve vocational and avocational objectives relevant to their intelligences ...
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“Learning Styles: The Theory of Multiple Intelligences Research Paper”, n.d. https://studentshare.net/education/686722-learning-styles-the-theory-of-multiple-intelligences.
The Multiple Intelligence (MI) Theory of Gardner can be viewed as the mechanism that stimulates learners to encourage positive response from learners, skills, and knowledge related to healthy living and the factor that unite social workers, community advocates, educators, and school administrators to advance health education (Sternberg & Williams, 1998).
A teacher is most probably using those in his/her own teaching. However, students are benefiting most in the classroom where a teacher is employing tasks and assignments to develop different intelligences. Importance of multiple intelligences can be better described with the help of Howard Gardner statement: It is of the utmost importance that we recognize and nurture all of the varied human intelligences, and all of the combinations of intelligences.
The theory of multiple intelligences is one of cognitive functioning which proposes that all people have capacities in the eight different intelligences. The intelligences work differently for different people in different complexities. Gardner does not believe that intelligence can be assessed by a mere number as the Intelligence quotient did.
According to Lazear (2003), the theory has the capability of improving theoretical knowledge, cultivating constructive attitudes toward learning and instruction, boost involvement or participation and satisfaction in classrooms, and build more reliable learning experiences.
The theory holds that the tradition understanding of intelligence which is based on I.Q. testing is limited in describing the intelligence of individuals. According to Gardner (2006) the multiple intelligence theory is a diversion form tradition I.Q. view of intelligence which is psychometric and defines intelligence as a person’s ability to provide accurate answers to intelligence tests.
Education scholars and psychologists agree that learning is contextual and it is built upon and shaped by what an individual or group of individuals already know (Gardner and Moran, 2006). There are various styles of learning among humans: training, personal development and schooling.
Gardner’s theory renders the conventional means of judging an individual’s intelligence by means of specific IQ tests meaningless in that they are only a tool to measure one or two of the numerous shades of