In original intelligence theories when one is asked the inquire “What makes a someone intelligent?” the most base responses will often note a person’s capability to solve problems, use logic, and think critically. These typical traits of intelligence are sometimes grouped together under the heading “raw intelligence”. A person’s intelligence, traditionally speaking, is contained in their intellect. In other words, how we each understand, value or reply to external stimuli, regardless as to either it is a mathematical question or expectation of an opponent’s next move in a game, is our social intelligence. Our intelligence therefore, is our individual, social capability to act or react in a continually changing environment.
The indispensable question in original intelligence theories is that they promote “fractured learning”. Many educational reformers have clearly stated that “taking tests merely shows that a learner is skilled at taking tests”. At best, original tests focus on only about one tenth of an individual’s intellect. Note that Albert Einstein and Thomas Edison, two of history’s most preeminent examples of brilliant minds, were terrible at taking original tests, therefore terrible at “school” in general. Complicated Intelligences theory then, demonstrates that the capability to take original tests is approximately entirely in the realm of the Logical – Mathematical
intelligence. This intelligence will be detailed later along with the Interpersonal intelligence, which imparts in some students the capability to second guess a teacher’s structuring of a test. original Iq tests predict school performance with indispensable accuracy, but they are only an indifferent predictor of performance in a profession after formal schooling.
In an curious but controversial study conducted during the 1960’s by Biologist Marion Diamond, of the University of California at Berkeley, two sets of rats were raised in different environments; One set had toys to play with, playmates to romp with and a roomy box that was kept clean and fresh. The second set was put in solitary confinement; all alone in a much smaller cage with no toys to enjoy. After any weeks, diamond measured the size of each rat’s cerebral cortex, the brain area which is responsible for higher nerve functions. The rats in the sociable, clean and stimulating environment grew brains bigger than the rats with the impoverished surroundings. “Does the enriched environment growth the dimensions of the brain, and does the impoverished environment decrease the dimensions of the brain?”, asked Diamond. “The answer, very clearly, is Yes.” Similar results were replicated with cats, monkeys and later with humans. So a stimulating, enriched learning environment is crucial to mental development. If we likewise merge the varying learner intelligences in our teaching activities, our success as well as our students success, will be markedly improved. That each of us possess all the intelligences, that they can each be developed further, that these Complicated intelligences work together in a complicated manner, and that there are, in fact, many different ways to be “intelligent” are inclusive in a study by Armstrong. Here briefly, in retrospect, are eight of the major intelligences of Howard Gardener’s theory and their relative traits:
Verbal-Linguistic Intelligence:
The capacity to use words effectively, either orally or in writing. It is very developed in story-tellers, orators, politicians, poets, playwrights, editors, language teachers and journalists. Students with a high degree of this intelligence think in words; learn by listening, reading, and verbalizing. They enjoy writing, like books, records, and tapes, and have a good memory for verse, lyrics, or trivia. Getting into discussions, telling jokes and debating are also characteristics of this intelligence. Maya Angelou is strong in this intelligence.
Visual-Spatial Intelligence:
The capability to perceive the world accurately and to achieve transformations upon one's perceptions. This is very developed in guides, interior designers, architects, artists, fashion designers and inventors. Students with a high degree of spatial intelligence think in images and pictures, like mazes and jigsaw puzzles. They like to draw and found things, and enjoy films, slides, videos, diagrams, maps, charts. The daydreamers and those who may have strong opinions about such things as colors that go together, textures that are accepted and pleasing and decorating are included in this intelligence. Pablo Picasso was strong in this intelligence.
Musical – Rhythmic Intelligence: The capacity to perceive, discriminate, transform, and express musical forms is most very developed in musical performers, music aficionados, and music critics. Students with a high degree of musical intelligence learn through rhythm and melody, play a musical instrument, or May need music to study. They notice nonverbal sounds in the environment: the chirp of a cricket, rain on the roof, varying traffic patterns, and commonly learn things more certainly if sung, tapped out, or whistled. These people love music and rhythmic patterns and can often reproduce a melody or rhythmic pattern after hearing it only once. Discrete sounds, tones, and rhythms may have a descriptive supervene on them (that is, you can see a change in facial expressions, body movement, or emotional responses). They enjoy singing and listening to a wide collection of music, and are often quite skilled at mimicking sounds, language accents, and others’ speech patterns, and recognizing different musical instruments in a composition. Paul McCartney is strong in this intelligence.
Logical-Mathematical Intelligence:
The capacity to use numbers effectively and to conjecture well. This intelligence is very developed in mathematicians, tax accountants, statisticians, scientists, computer programmers, and logicians. Students with a high degree of this intelligence often conjecture things out logically and clearly; look for abstract patterns and relationships; oftentimes like brain teasers, logical puzzles, and strategy games. They also like to use computers and to classify and categorize. These people think conceptually and abstractly and are able to see patterns and relationships that others often miss. They like to experiment, solve puzzles and other problems, ask cosmic questions and think. They love the challenge of complicated problems to solve and all the time have a logical rationale or argument for what they are doing or thinking. Albert Einstein was strong in this intelligence.
Bodily-Kinesthetic Intelligence: Consists of expertise in using one’s whole body to express ideas and feelings, and installation in using ones hands to produce or transform things. A very developed intelligence in actors, mimes, athletes, dancers, sculptors, mechanics, and surgeons. Students with a high degree of bodily-kinesthetic intelligence process knowledge through corporeal sensations; move, twitch, tap, or fidget while sitting in a chair or at a desk and learn by touching, manipulating, and moving. They typically like role playing and creative movement and generally like corporeal games of all kinds and demonstrating how to do something. They recapitulate well through body language and other corporeal gestures. They can often achieve a task only after finding someone else do it. They find it difficult to sit still for a long time and are certainly bored if they are not actively complicated in what is going on around them. Michael Jordan is strong in this intelligence.
Interpersonal Intelligence:
The capability to perceive and make distinctions in the moods, intentions, motivations, and feelings of other people. This intelligence can contain sensitivity to facial expressions, voice, and gestures, as well as the capability to reply effectively to such cues. Students with a high degree of interpersonal intelligence understand and care about people; like to socialize; learn more certainly by relating and cooperating and are good at teaching other students. These people learn through person-to-person interaction. They generally have lots of friends; show a great deal of empathy for other people and understanding of different points of view. They are skilled at drawing others out in a discussion, conflict resolution and mediation when people are in radical
opposition to each other. Mum Teresa and Mahatma Ghandi were strong in this intelligence.
Intra-personal Intelligence:
Self-knowledge and the capability to act adaptively on the basis of that knowledge define this group. This is an intelligence which can contain having an strict picture of one’s strengths and limitations, awareness of one’s moods and motivations, and the capacity for self-discipline. Students with a high degree of this intelligence seem to be self-motivating; need their own quiet space; may march to the beat of a different drummer and tend to learn more certainly with independent study, self-paced instruction, individualized projects and games.
These people like to work alone and sometimes shy away from others. They are self-reflective and self-aware and thus tend to be in tune with their inner feelings, values, beliefs, and mental processes. They are oftentimes bearers of creative wisdom and insight, are very intuitive, and are inwardly motivated rather than needing external rewards to keep them going. They are often strong-willed, self-confident, and definite, well-thought-out opinions on approximately any issue (although they are sometimes off-the-wall). Other people will often come to them for advice and counsel, but others will sometimes view them as distant or weird. Emily Dickinson and Stephen King are examples of this intelligence.
Naturalist Intelligence:
Environmental knowledge and the capability to recognize and categorize plants, animals and nature on the basis of that knowledge. The Naturalist intelligence can contain having an strict picture of the ambient environment, awareness of the interrelationship of natural elements, and the capacity for self-analysis of these elements. It is found most very developed in archeologists, animal handlers, animal trainers, veterinarians, biologists, racehorse jockeys, zoologists, environmentalists, wilderness guides and naturalists. Students who have a high degree of the naturalist intelligence seem to be nature-oriented, seek to be outdoors or in the elements and learn more certainly with nature-related study and environmental projects and activities. They like to gather items from nature, study them, and group them. They tend to be aware of subtleties in appearance, texture, and sounds that those weaker in this intelligence may not grasp. Charles Darwin, Jacques Cousteau, and John James Audubon were strong in this intelligence.
One of the great promises of Complicated Intelligences theory in schooling is that it will help us to find private pathways into and out of our students’ minds. recent advances in educational psychology and study in applied Mi theory offer educators a real possibility of developing the inherent of all students. Both educators and students should gather from Gardner’s Complicated intelligence theory that all people are different and learn differently, and that we should respect, value, and bring up that diversity.
Reference Websites:
Reference website for Complicated intelligences links and activities:
[http://surfaquarium.com/im.htm]
Exploring Complicated Intelligences: New Dimensions of Learning
[http://www.multi-intell.com/]
Multiple Intelligences Resources
http://www.theatreinmotion.com/resources.htm
Basic Mi Theory
http://edweb.gsn.org/edref.mi.th.html
Multiple intelligence Theory: Principles
http://www.harding.edu/~cbr/midemo/prin.html
Multiple Intelligences: theory and practice in the K-12 Class
[http://www.indiana.edu/~eric_rec/ieo/bibs/multiple.html]
Task Card Overview/Multiple Intelligences
[http://www.metronet.com/~bhorizon/teach.htm]
Association for the Promotion and Advancement of Science schooling activities website - http://discoverlearning.com/forensic/docs/index.html
Naturalist intelligence – Sea World / Busch Gardens website for students
http://www.seaworld.org/animal_bytes/animal_bytes.html
