Gardner's Theory of Multiple Intelligence

Howard Gardner’s Theory of Multiple Intelligence

by Michelle Arbogast

Many theories exist in the area of educational development and learning and many of those same theories were developed prior to the monumental leap in educational technology.  The overarching question lies in the validity of these theories within the new digital learning environment.  For the purpose of this paper, the theory selected to review within this technological era is the Theory of Multiple Intelligences by Howard Gardner.  This paper will outline the basic principles and concepts of multiple intelligence theory, as well as describe how this theory applies to Internet-based applications.

Illustration 1.0

To understand the theory, one must understand what constitutes intelligence.  “An intelligence is the ability to solve problems or to create products, that are valued within one or more cultural settings” describes the foundations of the Multiple Intelligence Theory as quoted by Howard Gardner, the composer of the theory (Thirteen Ed Online, 2004).  Developed by Gardner in 1982, the theory proposes each individual carries varying degrees of intelligence in seven primary forms.  The forms outlined and depicted in illustration 1.0 are linguistic, musical, logical-mathematical, spatial, body-kinesthetic, intrapersonal.  The theory eventually was expanded to include two additional intelligence:  naturalist, and existential.  Table 1 provides an overview of each of the nine intelligence forms (Instructional Design, 2013).

The theory emphasizes varying degrees of information processing through each intelligence form for each individual.  Because each individual has a unique learning style, it is also proposed the educational system should address teaching and learning techniques beyond the usual forms of logical-mathematical, and spatial forms and expand to include the other intelligence forms.  In addition, Gardner proposes that culture influences intelligence development, and in some cases may heavily favor or respect one intelligence form over other forms (Instructional Design, 2013).

Table 1

Summary of Descriptions and Internet-based Techniques for Multiple Intelligence Forms

Intelligence Form	Description	Internet-based Technique
Verbal-Linguistic Intelligence	Known as being “word smart” with well-developed verbal skills, sensitivity to the sounds, and meanings of words.	Reading or writing creative type writings, word games, listening to famous speeches
Logical-Mathematical Intelligence	Known as being “logic smart” with conceptual and abstract thinking capacity, along with the ability to discern logical or numerical patterns.	Strategic and problem-solving type games and puzzles
Musical Intelligence	Known as being “music smart” and musical aptitude towards music, rhythm, pitch and timber appreciation.	Online activities including songs or rhythms, musical type games, reading lyrics
Visual-Spatial Intelligence	Known as being “picture smart” or the ability to think in pictures, to visualize accurately and abstractly.	Online map reading, chart or image preparation
Bodily-Kinesthetic Intelligence	Known as being “body smart” with the ability to control one's body movements and handle objects skillfully.	Role-playing, simulation, or animated-type activities
Interpersonal Intelligence	Known as being “people smart” with the ability to interact well with others.	Social media such as email, chat rooms, discussion boards
Intrapersonal Intelligence	Known as being “self smart” or in tune with one’s inner feelings, values, beliefs and thinking processes.	Reading or writing meditative or reflective text such as blogs, autobiographies, philosophical journals
Naturalist Intelligence	Known as being “nature smart” or having the ability to recognize and categorize plants, animals and other objects in nature.	Online geographical exploration, adventure-based reading and activities
Existential Intelligence	Known as being “deep question smart” with ability to tackle deep questions about human existence, such as the meaning of life and death.	Exploring philosophical or biblical/religious websites; online discussions, blogs, or rhetorical type activities

Note:  This table summarizes descriptions of the nine intelligence forms of the Multiple Intelligence Theory from the article Concept to Classroom (Thirteen Ed Online, 2004), and the technological examples from the article Internet-Based Approach to Multiple Intelligences:  Multiple Provisions for Multiple Learners (Sengupta)

Multiple Intelligence Theory and Internet-Based Instruction

            If the theory of multiple intelligence is accepted, then Internet-based instruction is tailor made for the implementation and execution of teaching and learning to all combinations of intelligence forms individuals may possess.  The Internet itself is multi-dimensional with limitless opportunities to design learning experiences in such a way as to be completely customizable to one’s intelligence strengths and weaknesses.  Unlike traditional classroom, lecture-style teaching, Internet-based instruction can deliver one-on-one instruction in a variety of exercises and information delivery systems to fit one or a combination of the nine intelligence forms outlined in Gardner’s theories.  In addition, the emphasis moves from the teacher trying to address varying degree of learner ability in one setting, to the learner who finds the style best suited to the student’s own learning style.

            In an article for the Journal of Technology for ELT, Professor Amlanjyoti Sengupta provides examples of Internet-based learning techniques for each of the nine intelligence forms.  These ideas are summarized in Table 1, and illustrate the wide variety of activities and ideas of online, Internet-based experiences available for use in focused, or multi-intelligence educational settings.  The fact that new games, videos, readings, music, blogs, and other Internet-based media are added to the Internet each day allows for up-to-date and relevant information for students in a setting that is comfortable, all inclusive, and highly interactive.

Conclusion

            Gardner’s Theory of Multiple Intelligence is an intriguing guide to tapping into each individual’s intellectual learning style strength(s) or weakness(es) within the nine intelligence forms outlined.  By employing a multi-dimensional, interactive, and highly dynamic resource such as the Internet, educators and students can benefit from a highly individualized learning experience.  The Multiple Intelligence Theory proposes this individualized learning system leads to enhanced individual capacity to learn in a more efficient and effective environment.

References

Gardner, H., & Hatch, T. (2013). Educational implications of the theory of multiple intelligences. Retrieved from Educational Researcher: http://edr.sagepub.com/content/18/8/4.short

Instructional Design. (2013). Multiple intelligences. Retrieved March 17, 2015, from Instructional Design: http://www.instructionaldesign.org/theories/multiple-intelligences.html

Sengupta, A. (n.d.). Internet-based approach to multiple intelligences: Multiple provisions for multiple learners. Retrieved March 17, 2015, from Journal of Technology for ELT: https://sites.google.com/site/journaloftechnologyforelt/archive/october---december-2012/1-internet-based-approach-to-multiple-intelligences-multiple-provisions-for-multiple-learners

Thirteen Ed Online. (2004). Tapping into multiple intelligences. Retrieved March 17, 2015, from Concept to Classroom: http://www.thirteen.org/edonline/concept2class/mi/

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