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MULTIPLE INTELLIGENCES THEORY AND EDUCATIONAL PRACTICE
Abstract
After years of research, Howard Gardner proposed a new theory and definition of intelligence in his 1983 book entitled Frames of Mind. The basic question he sought to answer was: Is intelligence a single thing or various independent intellectual faculties? Gardner studied intelligence in a systematic multi-disciplinary and scientific way, drawing from psychology, biology, neurology, sociology, anthropology, and the arts and humanities. This resulted in the emergence of his Theory of Multiple Intelligences. Gardner's work around multiple intelligences has had a profound impact on thinking and practice in education. In this paper the focus will be on Multiple Intelligences ideas, some criticism and implications for education. INTRODUCTION The notion of intelligence has a profound effect on one's social status, educational opportunities and career choices. Even though how many of us are able to define what intelligence is. Most people think that intelligence is what traditional IQ tests measure. In 1983 Howard Gardner changed the way we look at the intelligence with his classic work "Frames of Mind. The theory of multiple intelligences". Written as a book for psychologists and psychometricians it has had an influence far greater than Gardner intended. His ideas have been embraced widely by a great number of educational theorists and applied in preschool, higher, vocational and adult education. He has been in Smith and Smith's terms, a paradigm shifter. For more than twenty years Gardner and other "multiple intelligences specialists" have continued to research the theory and its implications for education in general, curriculum development, teaching and assessment. H. Gardner is currently professor of cognition and education at the Harvard Graduate School of Education and adjunct professor of neurology at the Boston University School of Medicine.
... He also believed that due to the absence of adequate validating empirical support and neuroscience findings, MI theory is not validated. In another study conducted by Nikolova and Shopova (2007), the researchers held that there was no difference between ability and intelligence in reality and only the name was changed. ...
... Some of the findings of the present study are in partial accordance with a number of previous studies (Naoe, 2010;Nolen, 2003;Eng & Mustapha, 2010;Saricaoglu & Arikan, 2009), which support the present findings holding that different types of intelligence are predictors of grammatical and writing knowledge. At the same time, the results of the present study are different from some other studies (Smith, 2001;Waterhouse, 2006;Nikolova & Shopova, 2007;Razmjoo, 2008), which find no relationship between MI types and grammatical and writing knowledge. Naoe (2010) investigated the effect of MIs and found that using MI-based activities remarkably improve students' performance in grammar and writing. ...
... The present study reveals that grammatical and writing accuracy are influenced by MIs (interpersonal and intrapersonal), but Smith (2001) claimed that language learning success both in children and in adults is little influenced by all kinds of intelligence. Similarly, in a study conducted by Nikolova and Shopova (2007), the researchers concluded that MIs theory does not play a significant role in improving the learners' language skills. Furthermore, Razmjoo (2008) investigated the effect of MI on language proficiency and found no significant relationship between MIs and English language proficiency. ...
The present study was conducted to investigate the relationship between four types of intelligence (logical, interpersonal, verbal, and intrapersonal) and grammatical and writing accuracy of foreign language learners. The participants were 190 male and female Iranian students at Takestan Azad University, Karaj Azad University, and Imam Khomeini International University in Qazvin. To accomplish the aim of the study, a 40-item MIs (multiple intelligences) questionnaire, a 35-item Michigan grammar test, and a writing test were administered to the participants. Data were analyzed through multiple regression analyses. Results indicated that both intrapersonal and interpersonal intelligences were predictors of grammar accuracy and intrapersonal intelligence made a statistically significant contribution to predicting learners' writing accuracy.
... Gardner (1983) defined the existence of various types of intelligence mentioning that these can be grouped into eight types multiple intelligences which are linguistic, musical, logical-mathematical, bodily -kinesthetic, spatial, intrapersonal, interpersonal and naturalist. Although the Gardner theory of the multiple intelligences (MI) has been widely criticized by the scientific psychology by his lack of evidences, and because it is a theory that depends on subjective judgment (i.e., Scarr, 1985 andWaterhouse, 2006), there are also defenders of MI theory argue that the traditional definition of intelligence is too narrow, and thus a broader definition more accurately reflects the differing ways in which humans think and learn (Nikolova, and Taneva-Shopova, 2007). Macías, (2002) includes the types of intelligence of Gardner's theory (1995) but also affirms that every human has its own intelligence profile, that is, is more competent in some disciplines and less in others. ...
The purpose of this study was twofold: (a) to test the expected relationships among the three personality variables and negotiation style and (b) to test the expected relationship among emotional intelligence and negotiation style. We found significant relationships (paths) among the four factors, emotional intelligence generating the greatest impact while trusting nature showed the least impact. In revisiting the personality, emotional intelligence and negotiation-style relationship, this study contributes an alternative way of exploring how emotional intelligence affects the personality-negotiation relationship. Because the findings suggest that negotiation style is driven by emotional intelligence as well as by one's personality traits, this information is critical in hiring and/or training prospective negotiators. Companies ought to emphasize providing assistance to their representatives to develop skill sets that enhance the problem-solving approach.
... Gardner (1983) defined the existence of various types of intelligence mentioning that these can be grouped into eight types multiple intelligences which are linguistic, musical, Logical-mathematical, bodily -kinesthetic, spatial, intrapersonal, interpersonal and naturalist. Although the Gardner theory of the multiple intelligences (MI) has been widely criticized by the scientific psychology by his lack of evidences, and because it is a theory that depends on subjective judgment (i.e., Scarr, 1985 andWaterhouse, 2006), there are also defenders of MI theory argue that the traditional definition of intelligence is too narrow, and thus a broader definition more accurately reflects the differing ways in which humans think and learn (Nikolova, and Taneva-Shopova, 2007). Macías, (2002) includes the types of intelligence of Gardner's theory (1995) but also affirms that every human has its own intelligence profile, that is, is more competent in some disciplines and less in others. ...
The role of individual differences in negotiation is generally elusive. For example, researchers have long tried to link personality to negotiation processes and outcomes but with relatively few positive findings. Negotiation is a valuable context in which to explore the consequences of emotions, because negotiations can at times be infused with emotion. This article contends that although studies on the relationship of personality traits on negotiation styles have generated mixed results, incorporating emotional intelligence to the measuring model could provide some interesting results. Given this premise, this study explores the combined effects of emotional intelligence on the personality and negotiation relationship. Three personality variables and emotional intelligence and their interrelationship with the problem-solving style of negotiation were investigated using a Structural Equation Model. Results show that personality variables as well as emotional intelligence had a significant impact on problem-solving style.
... Gardner (1983) defined the existence of various types of intelligence mentioning that these can be grouped into eight types multiple intelligences which are linguistic, musical, logical-mathematical, bodily -kinesthetic, spatial, intrapersonal, interpersonal and naturalist. Although the Gardner theory of the multiple intelligences (MI) has been widely criticized by the scientific psychology by his lack of evidences, and because it is a theory that depends on subjective judgment (i.e., Scarr, 1985 andWaterhouse, 2006), there are also defenders of MI theory argue that the traditional definition of intelligence is too narrow, and thus a broader definition more accurately reflects the differing ways in which humans think and learn (Nikolova, and Taneva-Shopova, 2007). Macías, (2002) includes the types of intelligence of Gardner's theory (1995) but Technology Innovation, Finance and CRM: Repercussions on Competitiveness also affirms that every human has its own intelligence profile, that is, is more competent in some disciplines and less in others. ...
Technology Innovation, Finance, and CRM, their repercussions on Competitiveness is an excellent book for experts, students and entrepreneurs. Into their pages, we can discover different topics about the competitiveness factors like CRM, Marketing, Social Network, Innovation and Technology, CSR, and so on.
In seven chapters, academics and experts explain the situation of the organization. Every part of this book was based on empiric and real evidence from enterprises, universities, governments and institutions. All of these studied organizations are part of the competitive environment that involve the market. The writers believe in the economic progress across of the innovation, the entrepreneurship, the social responsibility and
the international cooperation between regions, countries and corporations. The authors are from Mexico and Spain. Everyone is an expert in economic and business Sciences. The universities that
participate in this project are: Universidad de Guadalajara, Universitat Rovira I Virgili, Universitat Politècnica de València and Universidad Autónoma de Querétaro. This publication was created under the best practices of
scientific edition. The editorial team analyzed carefully the quality and originality of the contents. Every chapter was selected, evaluated, and modified with the support of international peers. We hope that this book contributes for Publishers, researchers and academics to the advancement of theoretical and practical
knowledge.
... In addition, Arnold and Fonseca (2004) claim that MI theory has affected students and their aptitude, methods of teaching and learning, and curriculum content. Moreover, Nikolova and Taneva-Shopova (2007) assert that Gardners' theory allows educators to go beyond the narrow confines of skilling, curriculum, and testing. ...
The present study aimed to investigate the relationship between multiple intelligences and self-regulated learning components of Iranian EFL university students majoring in Teaching English and English Translation. To this end, a sample of 150 intermediate level students from Imam Khomeini International University in Qazvin and Islamic Azad University in Takestan were selected. Data were gathered by means of questionnaires and were analyzed using stepwise multiple regression procedures. Results indicated that in relation to the first research question, verbal and existential intelligences were predictors of cognitive self-regulated learning. About second research question related to the field of study, findings revealed that visual and verbal intelligences made significant contributions to predicting metacognitive self-regulated learning. Likewise, there was a negative relationship between visual intelligences and metacognitive self-regulation. The findings have implications for teachers, learners, and material developers.
... Asimismo, el tema de las inteligencias múltiples es sugerente para comprender la diversidad de manifestaciones que se pueden encontrar en los diferentes dominios culturales, organizados a través de tareas, sistemas simbólicos y un conjunto de operaciones donde se hacen manifiestas las interrelaciones entre inteligencias (Nikolova & Taneva-Shopova, 2007). Por lo tanto, esta perspectiva rescata que no existe una correspondencia lineal entre domino e inteligencias sino que algunas de ellas se muestran más apropiadas a los fines de uno u otro campo, y por ello se habla de habilidades amalgamadas más que aisladas en la pericia de un ámbito. ...
We present a study of intelligence with the aim of knowing if years of experience influence the way of intelligence among a particular group of manual workers: experts and novices. The proposal is framed within three consolidated theories in the field; we refer to the general theory of intelligence, the multiple intelligences theory and the triarchic theory of intelligence. The research is carried out using 149 manual workers, who are given the RAVEN, the Multiple Intelligences Developmental Assessment Scale and the Sternberg Triarchic Abilities Test tests. The results show significant differences in the intelligence present in the group when studied on the basis of years of experience: experts and novices. We conclude that this variable is related to work context which delimits the forms of intelligence that are developed while acquiring experience in the practical area of the profession.
... Asimismo, el tema de las inteligencias múltiples es sugerente para comprender la diversidad de manifestaciones que se pueden encontrar en los diferentes dominios culturales, organizados a través de tareas, sistemas simbólicos y un conjunto de operaciones donde se hacen manifiestas las interrelaciones entre inteligencias (Nikolova & Taneva-Shopova, 2007). Por lo tanto, esta perspectiva rescata que no existe una correspondencia lineal entre domino e inteligencias sino que algunas de ellas se muestran más apropiadas a los fines de uno u otro campo, y por ello se habla de habilidades amalgamadas más que aisladas en la pericia de un ámbito. ...
Tres enfoques sobre inteligencia: un estudio con trabajadores manuales Three focuses on intelligence: A study of manual workers Daiana Yamila RIGO 1 Danilo Silvio DONOLO 1 Resumen Se presenta un estudio de la inteligencia que tiene como objetivo general conocer si los años de experiencia influyen en el modo de ser inteligente de un grupo particular de trabajadores manuales: expertos y novatos. La propuesta se enmarca en tres teorías consolidadas en el campo; nos referimos a la teoría general de la inteligencia, la teoría de las inteligencias múltiples y la teoría triárquica de la inteligencia. La investigación se realiza con 149 trabajadores manuales, a los cuales se les administra el RAVEN, el Multiple Intelligences Developmental Assessment Scale y el Sternberg Triarchic Abilities Test. Los resultados muestran diferencias significativas en las inteligencias presentes en el grupo cuando se lo estudia en función a los años de experiencia: expertos y novatos. Se concluye que tal variable está relacionada con el contexto laboral por cuanto delimita las formas de inteligencias que se van desarrollando conforme se adquiere experiencia en el campo práctico de la profesión. Abstract We present a study of intelligence with the aim of knowing if years of experience influence the way of intelligence among a particular group of manual workers: experts and novices. The proposal is framed within three consolidated theories in the field; we refer to the general theory of intelligence, the multiple intelligences theory and the triarchic theory of intelligence. The research is carried out using 149 manual workers, who are given the RAVEN, the Multiple Intelligences Developmental Assessment Scale and the Sternberg Triarchic Abilities Test tests. The results show significant differences in the intelligence present in the group when studied on the basis of years of experience: experts and novices. We conclude that this variable is related to work context which delimits the forms of intelligence that are developed while acquiring experience in the practical area of the profession.
Traditional assumption, which has been adopted in education, will be difficult to produce highly qualified graduates. A big mistake if student achievement is measured only by the ability of IQ in the form of mathematics and language. A great misconceptions if student achievement is only measured by the ability of IQ (Intelligence Quotient); mathematics and language. Intelligence IQ in favor of only a small portion of the learners. Intelligence is not only IQ, but also multiple intelligencies, such as Linguistic Intelligence, Logical-Mathematical Intelligence, Spatial-Visual Intelligence, Bodily-Kinesthetic Intelligence, Musical Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence, Naturalist Intelligence, Existential Intelligence, and Spiritual Intelligence. It is based on the understanding of intelligence as the ability of a person to solve a real problem and in a variety of situations. In the context of learning in school, multiple intelligences actualized by empowering learners, more than one modality of learning, variation of places, which is very important, appropriateness teacher's teaching style with students’ learning styles, or students’ intelligences. Learning with multiple intelligences will be able to connect the tedious learning process to a joyful learning. Students are not crammed full of material and theories. With this, however, students are faced with the reality that the material and theories can indeed they encounter in their daily lives, thereby providing the depth impression. Key words: Pembelajaran, inovasi, kecerdasan, Jamak.
