Elizabeth Parker '01

Recently some colleges have been placing less emphasis on standardized test scores (ACT and SAT) and more emphasis on overall high school performance in the admissions process. This is partly due to the fact that standardized tests do not accurately predict college performance on their own, especially at liberal arts institutions. Sternberg and Detterman (1986) summarize various intelligence theories and one of the agreements is that intelligence tests should predict "real world" performance more than only math, science and linguistic skills as present day IQ tests primarily do. Howard Gardner has attempted to improve "real world" performance with his theory of multiple intelligences (MI), which posits that there are a variety of intelligences a person may have that are not recognized by so-called intelligence tests. However, if taken seriously, Gardner’s theory has important implications for education, the workplace, as well as leadership in general.

The Theory

    MI theory posits that there exist ten different intelligences and each person possesses different levels of each. In 1983, with his publication of his book, Frames of Mind, Gardner only coined seven separate intelligences. These include linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal intelligences. Gardner (1999) describes linguistic intelligence as elevated understanding of spoken and written language. Logical-mathematical intelligence refers to the ability to solve math problems and logically analyze information. The capability to think and reason utilizing images and pictures is known as spatial intelligence. Musical intelligence "entails skill in the performance, composition, and appreciation of musical patterns" (Gardner, 1999, p. 42). The ability to solve problems by means of the body or athletic proficiency is bodily-kinesthetic intelligence. Interpersonal and intrapersonal intelligences refer to skill in social communication and a keen understanding of the self, respectively.

    Gardner (1999) subsequently added three to the mix: naturalist, spiritual, and existential intelligences. He also believes that there could be hundreds of different intelligences. However, he has not been able to quantify these last three added to the list, as well as the others. Thus, for the purpose of this discussion, I will only concentrate on the original seven.

    Regarding these seven intelligences, Gardner (1999) makes two essential claims. The first claim is that multiple intelligence theory gives new meaning to the cognitive aspect of human nature. "Thanks to evolution, each of us is equipped with these intellectual potentials, which we can mobilize and connect according to our own inclinations and our culture’s preferences" (Gardner, 1999, p. 44). The second claim is that everyone has a different combination of these intelligences, making each person unique.

Education

    One of the greater ideas that Gardner (1999) asserts is that this uniqueness can be molded and our intellectual potentials maximized if general education recognizes MI theory and employs it in the classroom. By this implementation, Gardner (1999) believes that individual differences should be kept in mind although there is no exact method of execution.

    Campbell (1989) wrote on his experience as a teacher utilizing MI theory. He describes his third grade students rotating through different learning centers each dedicated to an individual concept. For example, in order to gain more knowledge of the earth, the children go to the building center (spatial intelligence) and build a model of the earth. Next, they go to the math center (mathematical/logical intelligence), where they can apply geometric concepts, such as radius and diameter in relation to the earth. There is a center to garner each of the seven intelligences. Campbell (1989) claims that this method works and at the end of these sessions, each student has learned the concept fully.

    Gardner (1989) states that trying to teach using all seven approaches may be a "scattershot" method and may only detract from learning. It is probably more effecient to teach by diverse means instead of using Campbell’s approach as the learning centers may not all succeed. The key to employing MI theory is creating "curricula, pedagogy, and assessment in the light of these [intelligence] differences" (Gardner, 1999, p. 92). If this does not happen, then learning becomes centered on linguistic and mathematical/logical intelligences.

    If educators cater to these individual differences in early childhood, then performance in high school may benefit, as well. This is most important as high school performance is becoming more and more crucial to college entrance. There are many classes such as biology and geography that require spatial intelligence. In addition, physical education classes and athletics demand strength in bodily-kinesthetic intelligences. If these intelligences can be strengthened, which Gardner (1999) proclaims is possible, then one can be ensured better performance in high school. This could be due to the fact that by this approach children are introduced early on to different ways of learning, encouraged to find what works best for them, and are able to pursue and excel in such activities later on in life. Some people not exposed to a form of MI theory learning may never discover that they learn better spatially or bodily-kinesthetically, for example.

Business

    The vast majority of MI principles also carry over into the workplace. In an interview (Kurtzman, 1999), Gardner states that the most successful businesses are those that create a well-rounded team by employing the multiple intelligence theory. He uses the business side of his teaching to illustrate this point.

    Originally when creating his research team, Gardner believed that all of the members should think like him. On further examination, he reversed this idea because people will reach their intellectual pinnacle when they are forced to express ideas to an audience with a differing viewpoint. That is, those who possess different intelligences, who are not exactly alike, will complement each other, helping one another to reach common goals more efficiently. On the other hand, those that think alike would be more likely to acquiesce to the person who proposes an idea first, thus stifling all creative thought.

    Gardner also asserts that businesses have a greater advantage over the individual in terms of enhancing their multiple intelligences (Kurtzman, 1999). This is due to a given company’s ability to bring into the fold what it lacks. For example, if a company is without the artistic sensibility, then the company can hire one or more people who possess a great amount of this intelligence.

    Another way that businesses can implement MI theory is through training. In fact, Gardner believes that positive results from an MI theory personalized training program could possibly be realized sooner than in early education as a whole. Computers play a large role in this. Gardner emphasizes that computer programs already exist that can help employees learn more efficiently by being aware of each individual’s intelligences and, therefore, adapt themselves to train more effectively. Gardner expects that education will see the same results ultimately. The primary reason that businesses should implement the theory more rapidly than the educational system is that companies have more resources at their disposal.

Leadership

    In both the education system and businesses, leaders emerge. MI theory also pervades the idea of leadership. "The goal of leaders is to change others’ behavior and thus frame events and possibilities so as to help their followers think differently about the world and their places in it (Gardner, 1999, p. 126). While there are leaders in each of the multiple intelligences (e.g. Picasso in art; Beethoven in music), the true leaders are more global in their strengths.

    True leaders are the common denominator. They have equal aplomb in all seven intelligences so that they may more easily influence people of different intelligences. Gardner additionally likens them to storytellers who create a tale that is attractive to everyone (Kurtzman, 1999). These narratives contain the same elements: goals to achieve, obstacles to overcome, and involvement of audience in the determination of the conclusion. This story must be different enough from other stories in order to grab the audience’s attention, but not so different to lose its compelling nature. Moreover, the leader, in the guise of storyteller, is most successful when she is able to strike a chord within each individual’s specific prominent intelligence.

Conclusion

    Gardner’s pluralistic view of intelligence adeptly questions the methods by which we teach, work, and lead. Even if not all of the elements of his theory are accurate, a multiple intelligence model is a good starting point for the reformation of current educational philosophy. At the least, his ideas may influence educators to see their students as individuals, not a sea of faces that all learn and respond identically. There is always room for improvement and his are suggestions that demand serious reflection.

References

Campbell, B. (1989). Multiplying intelligence in the classroom. New Horizons for Learning Electronic Journal, 9 (2), 7. Retrieved February 20, 2001 from the World Wide Web: http://www.newhorizon.org/art_miclsrm.html

Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.

Kurtzman, J. (1999). Thought leaders: An interview with Howard Gardner. Strategy and Business, 2-11. Retrieved February 20, 2001 from the World Wide Web: http://www.strategy-business.com/thoughtleaders/99109/

Sternberg, R.J. & Detterman, D.K. (Eds.). (1986). What is intelligence?: Contemporary viewpoints on its nature and definition. Norwood, NJ: Ablex.