Multiple Intelligences

Diana had asked me to present on differentiated instruction, so on Thursday I decided to introduce Howard Gardner’s theory of multiple intelligences as an introduction to this. Gardner suggests that traditional definitions of intelligence are limited insofar that they fail to recognize the multiplicity of talents and suggests extending those to include other more specific manifestations of intelligence such as verbal/linguistic, logical/mathematical, bodily/kinesthetic, visual/spatial, musical, interpersonal, intrapersonal, naturalistic, and existential. Verbal/linguistic and logical/mathematical intelligences are those that are traditionally valued by schools, represented by strong reading, writing, analytical, numeracy, and reasoning skills. Bodily/kinesthetic intelligence refers to those who incorporate movement and hands-on experiences into learning, while visual/spatial learners are typically very good at mentally visualizing and manipulating objects. Learners who are musically intelligent display great sensitivity to rhythms, sounds, tones, music, and other auditory stimuli. Interpersonal and intrapersonal learners are those who exhibit high degrees of sensitivity to the moods, motivations, temperaments, and feelings of others or themselves. Naturalistic intelligence encompasses those with great sensitivity to nature and the ability to nurture and grow things, while existential learners display a high degree of skill in reflecting on philosophical questions about life, death, and ultimate realities.

Going over this was good review for our students, who will be student teaching in a matter of weeks. It also, I think, was beneficial for the Navajo teachers, some of whom were unfamiliar with multiple intelligences. Too often schools operate on a deficiency model, where teachers and administrators focus on what students cannot do and try to “fix” them. Gardner opens up a whole new way of looking at students and defining “achievement.” Rather than concentrating solely on what students cannot do, a multiple intelligences approach also explores those areas where students exhibit strength and interest. The Navajo Lutheran Mission School (NLMS), with its emphasis on nurturing ability and sustaining the whole child, is an ideal setting for such an approach. Rather than rewarding just those children who achieve in traditional areas (e.g., verbal/linguistic and logical/mathematical), the theory of multiple intelligences asks teachers and students to identify individual areas of accomplishment and potential needs. Each student possesses all nine intelligences, although one or more is usually dominant. By appreciating his or her own learning profile, each student becomes more accepting of classmates who may struggle in certain areas. When developing a community of learners this is key, as students become more willing to assist others as they understand that they too have areas where they are not as strong. As usual, the Knox students were great in working through this rather theoretical material, and they and the NLMS teachers worked to develop lessons that would incorporate several of the intelligences. More attention was given to naturalistic and interpersonal intelligence than with groups I have worked with before, which was rewarding and exciting.

Knox professors and students with Navajo teachers on naturalistic intelligence.

S. T. S.