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 Compiled by:

               Mr. Mahmoud Daboul

Introduction                                                                                                                 

We learn, we communicate, we solve problems in at least seven ways.

Intelligence is the ability to see a problem, then solve a problem or make something that is useful to a group of people.

Multiple Intelligences Theory, developed by psychologist Howard Gardner, identifies that there are many forms of intelligence and that people have varying strengths and combinations of these. Gardner has currently outlined at least seven forms of intelligence. This theory challenges traditional views of intelligence. It recognises that we communicate, learn and solve problems in at least seven multi-faceted ways.

This theory is seen at many schools to be an ideal framework to use in ensuring good teaching practices and improved outcomes (results) for students. Multiple Intelligences theory is seen to be the best answer to Social Justice issues. It provides a framework to extend children who are talented and gifted and also for children requiring assistance.

Definition

Gardner suggested that each individual possesses a unique blend of seven intelligences. While the intelligences are discrete in terms of their existence in the brain, "real world" activities inevitably involve a blend of intelligences. It is unlikely that the intelligences can operate in pure form in everyday functioning. In other words, Gardner's theory suggests there are at least seven ways that people have of perceiving and understanding the world. He labels each of these ways a distinct "intelligence", i.e., a set of skills allowing individuals to find and resolve genuine problems they face.

Discussion

Recent advances in cognitive science, developmental psychology and neuroscience suggest that each person's level of intelligence, as it has been traditionally considered, is actually made up of autonomous faculties that can work individually or in concert with other faculties. Howard Gardner originally identified seven such faculties, which he labeled as "intelligences".

Gardner defines an "intelligence" as a group of abilities that:

• Is somewhat autonomous from other human capacities

• Has a core set of information-processing operations

• Has a distinct history in the stages of development we each pass through

• Has plausible roots in evolutionary history

While Gardner suggests his list of intelligences may not be exhaustive, he identifies the following seven:

	Verbal-Linguistic Intelligence-- The ability to use words and language. It can be developed in maths lessons e.g. stories with time, lines, story maps;                                                                                                              more details....
	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. can be developed in drama by scheduling rehearsals, measuring for sets, scale models, estimating costs, budgeting;                                                                                                              more details....
	Visual-Spatial Intelligence-- The ability to visualize objects and spatial dimensions, and create internal images and pictures. It can be developed through studies of society e.g. models, map making, illustrations;                                                                                                              more details....
	Body-Kinesthetic Intelligence-- The wisdom of the body and the ability to control physical motion. It can be developed through music e.g. singing and clapping, rap songs and dance;                                                                                                              more details....
	Musical-Rhythmic Intelligence-- The ability to recognize tonal patterns and sounds, as well as a sensitivity to rhythms and beats. It can be developed through science and technology e.g. the study of vibration and making of instruments;                                                                                                              more details....
	Interpersonal Intelligence-- The capacity for person-to-person communications and relationships. It can be developed through co-operation and team learning strategies used in any subject and group problem solving work;                                                                                                              more details....
	Intrapersonal Intelligence-- The spiritual, inner states of being, self-reflection, and awareness can be developed through peer tutoring, buddy systems etc.                                                                                                              more details....

The two personal intelligences are, perhaps, the hardest to observe and at the same time, are the most important to success in any societal domain.

Research and Development

Gardner has never ruled out the possibility that additional intelligences may also exist, for MI (Multiple Intelligence) research is still in its infancy. Recently, he added an eighth intelligence to the list: the Naturalist Intelligence. He defines it as a person's ability to identify and classify patterns in nature. During our prehistory, hunter-gatherers would rely on naturalist intelligence to identify what plants and animals were edible, as well as which were not. Today, naturalist intelligence may be seen in the way we relate to our surroundings and the role each part of our surroundings play. People who are sensitive to changes in weather patterns or are adept at distinguishing nuances between large numbers of similar objects may be expressing naturalist intelligence abilities.

There's also been some consideration of a ninth intelligence - existential intelligence - but the jury is still out on that one. Besides, for now at least, a great deal of new understanding may be found from within these eight faculties.

How Multiple Intelligences Impact Learning

Curriculum-- Traditional schooling heavily favours the verbal-linguistic and logical-mathematical intelligences. Gardner suggests a more balanced curriculum that incorporates the arts, self-awareness, communication, and physical education.

Instruction-- Gardner advocates instructional methods that appeal to all the intelligences, including role playing, musical performance, cooperative learning, reflection, visualization, story telling, and so on.

A Final Word

No doubt that educators aim at developing each child to his or her greatest potential. Educational standards are raised when accommodating non traditional talents by offering a wider variety of opportunities for success. Moreover, We have to recognise our obligation to help children develop all their intelligences. Intelligences can be identified, amplified, taught, and applied. Multiple Intelligences Theory provides the framework for being able to ensure this is done.

The multiple choice approach to teaching should be applied on the basis of the community's strong need for "Social Justice" and our strong belief that all children should be given opportunities to stay on their own preferred paths to excellence.

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