An overview of Howard Gardner's MI theory before existentialism was accepted, hence 81/2 intelligences.

1. Howard Gardner
Multiple Intelligences Theory – The
application and misapplication of
Gardner’s 8½ Intelligences.

2. Intelligence
• Early 1900’s Binet’s questions
• 1912 Wilhelm Stern’s intelligence
quotient
• 1920’s Lewis Terman and Robert
Yerkes Americanize the test

3. Three Key Questions on
Intelligence
1. Is intelligence
singular, or are there
various, relatively
independent
intellectual faculties?
2. Is Intelligence
(intelligences)
predominantly
inherited?
3. Are intelligence tests
biased? p.17

4. The “G” factor
• Devised by English Psychologist,
Charles Spearman in , in the early
20th Century(1904) “g”, or general
intelligence, was a statistical measure
of performance across a variety of tests.
• Spearman found that the same people who did
well in a variety of mental tests tended to use a
part in their brains that he termed 'g'. This 'g' laid
the foundation for the notion of a single
intelligence, which enables us to undertake
everyday mental tasks.

5. M.I. Influences
L.L. Thurstone 1887-1955
Robert J. Sternberg 1949-

6. M.I. Influences
L.L. Thurstone 1887-1955
Thurstone's Multiple-factors theory identified these seven primary
mental abilities(1934):
• Verbal Comprehension
• Word Fluency
• Number Facility
• Spatial Visualization
• Associative Memory
• Perceptual Speed
• Reasoning

7. Sternberg’s Triarchic Model
Three different types of intelligences:
3. Componential - analytic (or academic)
5. Experiential - creative
Robert J. Sternberg
7. Contextual - practical (real world) (p.23)
(1949 -)
Cognitive Psychologist

8. Uses of the Term Intelligence
• A property of all human beings (All of us possess
these 8 or 9 intelligences)
• A dimension on which human beings differ (No two
people—not even identical twins—possess exactly the
same profile of intelligences)
• The way in which one carries out a task in virtue of
one’s goals (Joe may have a lot of musical intelligence
but his interpretation of that piece made little sense to
us)

9. Why M.I.?
Gardner-
Born in 1943
Early realization of optimal human
development
Influenced by Erik Erikson and Jerome
Bruner
After meeting Bruner, decided to study
cognitive-developmental psychology
1969- Project Zero -Harvard

10. Why M.I. II
Project Zero – cognitive development in
ordinary and gifted children
Began working with brain injury patients
at Boston University Aphasia Research
Center
Led to realization that the brain has
developed a number of separate organs
or information processing devices.
This dual track research led to
“Shattered Minds” and beginnings of
“Frames Of Mind: The Theory of
Multiple Intelligences”

11. Intelligence Defined
- An intelligence is the ability to solve
problems, or to create products, that are
valued within one or more cultural settings
- 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(34)

12. An Intelligence’s Eight Criteria
• The potential of isolation by brain damage
• An evolutionary history and evolutionary
plausibility
• An identifiable core operation or set of
operations
• Susceptibility to encoding in a symbol system

13. An Intelligence’s Eight Criteria
• A distinct developmental history, along with a
definable set of expert “end state” performances
• The existence of idiot savants, prodigies, and
other exceptional people
• Support from experimental psychological tasks
• Support from psychometric findings

14. Verbal-Linguistic Intelligence
This intelligence involves the ability to read, write, and communicate with
words. A student may be expected to use their linguistic skills to communicate
what they already know or what new information they have learned.
Uses language effectively
Language is means of expression and communication
Poets
Writers
Journalists
Researchers
Book Reviewers

15. Logical Mathematical Intelligence
The capacity for inductive and deductive thinking and reasoning, as
well as the use of numbers and the recognition of abstract patterns
Thinks logically
Uses numbers effectively
Solves problems scientifically
Sees relationships and patterns between concepts and
things
Mathematicians
Scientists

16. Musical-Rhythmic Intelligence
This intelligence gives a person the ability to make and compose music,
sing, and use rhythm to learn. It is important to note that functional hearing
is needed for a person to develop this intelligence in pitch and tone, but not
so for rhythm.
Uses music as a vehicle of expression
Appreciates a variety of musical forms
Sensitive to rhythm, melody, pitch
Singers
Musicians
Composers

17. Visual-Spatial Intelligence
The ability to visualize objects and spatial dimensions, and create
internal images and pictures. This ability should not be thought of
only in visual terms because Gardner believes that blind children
develop spatial intelligence.
Thinks visually
Orients oneself spatially
Graphically represents visual and spatial ideas
Artists
Decorators
Architects
Surveyors
Inventors
Guides
Graphic Designers

18. Bodily-Kinesthetic Intelligence
This intelligence encompasses the ability to use one's body movements
to solve problems. This may contradict the belief that mental and physical
activities do not relate to each other.
Uses one’s own body skillfully as means of expression
Works skillfully to create or manipulate objects
Dancers
Actors
Athletes
Sculptors
Surgeons
Mechanics
Craftspeople

19. Interpersonal Intelligence
This intelligence involves learners to use their social skills and good
communication skills with others. They may also show the ability
to empathize and understand other people.
Responds appropriately and effectively to other people
Understands others’ feelings
Sales people
Social directors
Travel agents
Admissions officers
Leaders

20. Intrapersonal Intelligence
This intelligence is the ability to reflect, analyze, and contemplate
problems independently. A person may look upon himself or herself
to assess one's own feelings and motivations.
Accurately knows one’s self
Aware of one’s strengths, motivations, goals, and feelings
Entrepreneurs
Therapists

21. Naturalist Intelligence
The ability to recognize plants, animals, and other parts of the natural
environment (clouds, rocks). Also, the ability to make distinctions in
the natural world and the environment and also among man-made
objects.
Recognizes members and non-members of groups
Recognizes species
Distinguishes different species
Comfortable in the world of Organisms
Hunters
Botanists
Anatomists
Geologists
Jewelers

22. Existentialist Intelligence
The proclivity to pose (and ponder) questions about life,
death, and ultimate realities.
Attuned to religious and spiritual ideas
Rabbi, Hazan
Meditators
Volunteers in synagogues, Jewish camps

23. Myth 1
Now that there are eight or nine
intelligences, researchers can create a
variety of test to secure the associated
scores.

24. Reality 1
MI theory is a critique of the standard
psychometric approach. Therefore, having a
battery of tests is not consistent with the theory.
Gardner – Testing should be conducted in a
comfortable setting with materials (and cultural
roles) that are familiar to the individual.
Ideally – Observance of a child in a children’s
museum for several hours

25. Myth 2
An intelligence is the same as a learning
style, a cognitive style, or a working style.

26. Reality 2
Styles are approaches that can be applied
equally to an indefinite range of content.
In contrast an intelligence is a capacity
that is geared to specific content in the
world.
Gardner – “Perhaps the decision about how
to use one’s favored intelligences reflects
one’s preferred style.”(p.88)

27. Myth 3
By broadening the term intelligence to
include a broad spectrum
of psychological
constructs, MI theory
renders the term and
its typical connotations
useless.

28. Reality 3
On the contrary, the standard definition of
intelligence narrowly constricts our view by
treating a certain form of scholastic performance
as if it encompassed the range of human
capacities and by engendering disdain for those
who happen not to score well on a particular
psychometric instrument.
Gardner – “…it is a more sustainable view of
human cognition than does posting a single bell
curve of intellectual potency.”
(p.89)

29. Myth 4
There is a single “approved” educational
approach based on MI theory.

30. Reality 4
MI theory is not an educational prescription.
Educators are in the best position to
determine whether and to what extent MI
theory should guide their practice.
Gardner – “I am leery of implementations
such as the following:

31. Reality 4 cont.
•Attempting to teach all concepts of subjects using all of the
intelligences.
To be sure, most topics can be approached in varied ways, but
applying a
scattershot approach to each topic is a waste of effort and time
•Believing that going through certain motions activates or exercises
specific intelligences.
•Using intelligences primarily as mnemonic devices.
•Labeling people in terms of “their” intelligences (can impede learning).

32. How Should MI Work?
Gardner believes that MI theory should meet three
propositions:
1. We are not all the same.
2. We do not all have the same kinds of minds (not
all distinct points on a single bell curve).
3. Education works most effectively if these
differences are taken into account rather than
denied or ignored

33. Do MI focused schools work?
SUMIT project
41 schools around the United States
78% reported positive standardized test outcomes(63% attribution to MI)
78% reported improved performances by students with learning
difficulties
80% reported improvement in parent participation (75% attribution to MI)
81% reported improved student discipline (67% attribution to MI)
Findings based on empirical data

34. Gardner’s View on Content
“I value conceptual understanding over
accumulation of facts. I place little stock
in a canon or a required core curriculum;
I believe that understanding can be
achieved from a variety of materials and
depends upon in-depth exploration of a
limited number of topics rather than on
breadth of coverage. By the same token,
I have a low regard for the use of
standardized short-answer machine
scored instruments. I much prefer
occasions where students can perform
their understandings publicly, receive
relevant critiques, and go on to enhance
their performances and their
understandings.” (p.114)

35. The Spectrum Classroom
• Mid 1980’s
• Stocked with materials to activate the
intelligences
• Initially geared to 4-7 year olds
• Takes the assessment to the children

36. Steps For Establishing an MI
Environment
• Plan and launch activities, practices, or programs that grow out of
immersion in the world of MI theory and approaches
• Visit institutions that are already implementing MI ideas
• Attend conferences that feature MI ideas
• Learn more about MI theory and practices
• Join a network of schools
• Form study groups

37. Contribution to Education
“Individually configured education is
compatible with a required standard
curriculum.”(p.152)

38. Individually Configured Education
I.C.E. Ooh, my
brain hurts!
• Cull information about how a
particular child learns
• Allow students to remain with the
same teacher for several years
• Assign students and teachers
flexibly
• Have an effective information-
transmission system in the school
• Have older students work with
younger students

39. Belief on Curriculum
“Education in our time should
provide the basis for
enhanced understanding of
our several worlds-the
physical world, the biological
world, the world of human
beings, the world of human
artifacts, and the world of the
self.”
(p. 158)

40. Truth, Beauty, and Goodness
The content of a quality education should
contain a good understanding of:
Evolution
Music of Mozart
The Holocaust

41. Six Possible Pathways to
Education
1. The Canon Pathway. Inspired by Allan Bloom, William Bennett, and
Lynne Cheney.
2. The Multicultural Pathway. Inspired by James Banks, Jesse Jackson,
Ronald Takaki, and many recently formed university departments. .
3. The Progressive Pathway. Inspired by John Dewey, Francis Parker,
and Deborah Meier.
4. The Technological Pathway. Inspired by Bill Gates, Louis Gerstner, and
much of the American corpo_ate-financial world.
5. The Socially Responsible Pathway. Inspired by assorted civic organiza-
tions, including environmentally oriented groups, agencies that foster
social entrepreneurship, and the Educators for Social Responsibility.
6. The Understanding Pathway. Inspired by Socrates and presented in
this book. For those who believe that human beings have a desire to
explore and to understand the most fundamental questions of
existence, and that curricula ought to be organized around the tackling
of these episte-mological concerns-familiarly, the true, the beautiful
and the good.