Types Of Multiple Intelligences According To Howard Gardner

We define multiple intelligences as eight cognitive abilities that we all possess and all at some level. These abilities are relatively autonomous and were defined from the study of mental abilities identified through a study of particular cases.

The different types of intelligence can develop through practice and reinforcementor, so it is not completely innate. Human potential plays a very important role in fostering multiple intelligences described by Howard Gardner.

Howard Gardner Biography

Howard Gardner was born in 1943. He comes from a Jewish family, refugees from Nazi Germany. A fact that marked Howard Gardner’s biography was his interest in psychology, influenced by the thoughts of Erik Erikcson and Jerome Bruner and, thanks to this interest, he decided to train at Harvard University in psychology and neuropsychology. So, he is an American psychologist who contributes to education and psychology.

Other relevant facts from Howard Gardner’s biography are his jobs as a teacher of education and psychology at Harvard University, professor of neurology at Boston University, specifically, at the school of medicine and, writer of numerous books written thanks to their experience, their research and their theories.

Howard Gardner is known, above all, for his research on the mind and intelligence of the human being. In this sense, after having investigated the development of human cognitive capacity for a long time, in 1993, Gardner presented his best-known theory: the theory of multiple intelligences.

Thanks to his ideals and thoughts, Howard Gardner managed to question a large number of very marked traditional beliefs, such as, for example, the belief in the existence of a single dimension of intelligence, the importance of intelligence quotient (IQ) as the most reliable tool for evaluate mental capacity and classify students based on possible successes/failures of their schooling, without taking into account what each one is like, how much and how they should learn, etc.

Dr. Howard Gardner, director of Project Zero and professor of psychology and educational sciences at Harvard University, proposed his theory of Multiple Intelligences in 1993. In it, he concluded that intelligence is not something innate and fixed that masters all the skills and problem-solving abilities of the human being.

Furthermore, it has established that intelligence is located in different areas of the braininterconnected with each other and that can also work individually, having the property of developing widely if they find an environment that offers the necessary conditions for this.

Howard Gardner and his book on multiple intelligences

The history of multiple intelligences dates back to Howard Gardner’s book “Structures of the Mind”, which introduces the concept of multiple intelligences by posing the following problem⁽¹⁾:

A little girl spends an hour with an examiner, who asks her questions to evaluate your intelligence ‘Who discovered America?’ ‘What does exaggerated mean?’ or on their ability to remember numbers ‘complete the following sequence: 1, 1, 2, 3, 5, 8’ (…) An hour later, the examiner scores the answers and obtains a figure: the intellectual quotient or IQ.

This number can be terribly decisive for the girl’s self-esteem and self-concept; the importance we give to IQ is not entirely adequate. So what would happen if we considered a broader and more diverse view of intelligence?

Let’s consider, then, those people who may not know how to recite a literature syllabus by heart but who are capable of getting out of a compromised situation with grace and quick thinking. Or those children who have difficulty solving an equation but have no problem passing high-level physical tests.

In this sense, thanks to Gardner a broader vision of the human mind emergedincreasingly valuing other aspects related to executive and cognitive functions, such as imagination, creativity, emotions, interpersonal relationships, etc.

In the 1983 edition of the book “Multiple Intelligences”, Gardner affirms the existence of seven types of intelligence, however, today we can list 12 types of intelligence according to Howard Gardner. Let’s look at each of these multiple intelligences with examples.

1. Linguistic-verbal intelligence

Verbal intelligence is that which can be observed in people with ease in expressing, understanding and developing complex verbal messages. Thanks to linguistic intelligence we can learn new languages ​​more easily; brain areas such as Broca’s and Wernicke’s areas (in charge of language production and understanding) are usually more developed in these cases.

It is the ability to use words effectively, manipulating the structure or syntax of the language, phonetics, semantics, and its practical dimensions. We can find this type of intelligence in children who love write stories, read, play with rhymestongue twisters and those who easily learn other languages.

2. Physical-kinesthetic intelligence

It is the ability to use one’s own body to express ideas and feelingsand its particularities of coordination, balance, dexterity, strength, flexibility and speed, as well as proprioceptive and tactile.

It is appreciated in children who excel in sports activities, dance, body expression and/or construction work using various concrete materials. Also in those who are skilled in playing instruments.

3. Logical-mathematical intelligence

It is the ability to effectively handle numbers, relationships, and logical patterns, as well as other functions and abstractions of this type. Among the types of multiple intelligence, logical-mathematical intelligence would be largely related to what has been considered until now as the only intelligence, the IQ.

It is about the rational and mathematical functioning that usually manifests itself in people dedicated to the scientific and academic field, for example, where ratio predominates in the general modes of action.

The children who have developed it They easily analyze approaches and problems. They approach numerical calculations, statistics, and budgets with enthusiasm.

4. Spatial intelligence

It is the ability to appreciate with certainty the visual and spatial image, of graphically represent ideas, and to raise awareness of color, line, shape, figure, space and their interrelationships. Multiple spatial intelligence is that which allows one to easily deal with different environments and spaces, whether physically real or imagined.

Some examples of people with a good development of spatial intelligence are architects, designers, tourist guides, hikers, among others. These examples of jobs with high levels of spatial intelligence that allow them imagine and create new spaces and/or orient yourself correctly in the different places where they are found.

It is in children who study better with graphs, diagrams, charts. They like to make conceptual and mental maps. They understand very well Blue prints ans drafts.

5. Musical intelligence

It is the ability to perceive, distinguish, transform and express the rhythm, timbre and tone of musical sounds. The next type of multiple intelligence is musical intelligence which, as its name indicates, involves the capacity and ability to develop skillfully in the musical field.

From composers to musicians, conductors, singers, etc. They are examples of people who have high levels of development of musical intelligence, which allows them to successfully carry out their professional careers.

Children who show it are attracted to the sounds of nature and all kinds of melodies. They enjoy following the beat with their foot, hitting or shaking an object rhythmically.

6. Interpersonal intelligence

It is the possibility of distinguishing and perceiving the emotional states and interpersonal signs of others, and responding effectively to these actions in a practical way. People with high levels of interpersonal intelligence are people with the skills to establish healthy and good social relationships.

These are people with high levels of empathy, assertiveness and cordialityfundamental aspects to establish positive and constructive relationships in life.

Children who enjoy working in groups, who are convincing in their negotiations with peers and elders, who understand their partner have it.

7. Intrapersonal intelligence

It is the ability to self-introspect, and to act consistently on the basis of this knowledge, to have an accurate self-image, and capacity for self-discipline, understanding and self-love.

It is evidenced by children who are reflective, have accurate reasoning and are usually advisors to their parents. Howard Gardner uses an autistic child as an example to illustrate this type of damaged intelligence.”The child may be unable to refer to himself. At the same time, he often displays extraordinary abilities in the musical, spatial or mechanical area.“

8. Naturalistic intelligence

The latest addition to the list of multiple intelligences is naturalistic intelligence (added in the 1995 edition)⁽²⁾. This is defined as the ability to distinguish, classify and use elements of the environment, objects, animals or plants. Both urban and suburban or rural environment. It includes the skills of observation, experimentation, reflection and questioning of our environment.

It occurs in children who love animals, plants; who recognize and like to investigate characteristics of the natural and man-made world. If you want to know more, consult our post Naturalistic Intelligence: what it is, characteristics, examples and activities.

9. Bodily kinesthetic

This is one of Howard Gardner’s types of multiple intelligence that refers to the ability to make good use of the body, in relation to its personal use (ability to use the body effectively) and regarding its use as a means of personal expression (ability to use the body correctly in non-verbal communication).

Athletes and dancers, for example, have a high level of body control that allows them to develop their professions correctly. This ability also usually manifests itself in people with high levels of emotional, linguistic and interpersonal intelligence, since communication requires coherence between verbal and non-verbal communication, and therefore, corporal, for it to be adequate and effective.

10. Collaborative

Collaborative intelligence constitutes the ability to establish bonds of union and collaborative participation with other people. These are people with a special ability to work as a team. These types of people handle themselves well, for example, as managers of work groups since they can correctly manage the human relationships that occur within the group.

11. Creative

Another type of multiple intelligence on this list of 12 is creative, which allows people to “create” as a special ability. Artistic fields are developed thanks to people with high levels of creative intelligence.

Likewise, this type of intelligence manifests itself in entrepreneurial people who imagine and can develop innovative projects. To know this classification in detail, read Creative Intelligence: characteristics, examples and how to develop it.

12. Existential

The last of the 12 types of multiple intelligence is existential. Existence occurs in those people with metaphysical and existential interests, beyond worldly interests. Some examples of people who present high levels of existential intelligence are philosophers and spiritual people.

This development of existential intelligence leads these people to need to investigate existential issues regarding the meaning of life, our mission in the world, etc.

With the help of Howard Gardner, the educator and writer Thomas Armstrong decided to apply the theory of multiple intelligences in the educational field, thus writing his famous book “Multiple Intelligences in the Classroom.”⁽³⁾” in 1999. In this book, Armstrong proposes studying and describing the intelligence of students with the aim of being able develop multiple intelligences in the classroom.

The same educator admits that developing a profile of multiple intelligences is not something simple, however, he proposes a series of statements for each type of intelligence so that we can classify infants correctly according to whether or not they feel identified with said statements. .

Multiple intelligences and teaching strategies

When it comes to promoting the personal development and human potential of students, it is important to apply a teaching strategy to each student according to the type of intelligence we want to work on. For example, if we want to develop the spatial intelligencewe can carry out the following dynamics:

• Display.
• Color signs.
• Graphic metaphors.
• Sketches of ideas.
• Graphic symbols.

On the other hand, if what we want is to promote Interpersonal intelligencethe teaching strategies that should be applied are the following:

• Share with colleagues.
• Make cooperation groups.
• Table games.
• Role-playing games between classmates.

Currently, there is talk of comprehensive development of the boy or girl, which includes all aspects of physical, sexual, cognitive, social, moral, language, emotional development, etc. Precisely, this is what the theory of development of Multiple Intelligences.

Life experiences and development of multiple intelligences

There are two types of extreme experiences that are key to the development of multiple intelligences that are important to take into account. Let’s see which ones:

• Crystallizing experiences: They are milestones in personal history, key to the development of talent and skills in people. These events often occur in early childhood. These experiences are what ignite the spark of intelligence and begin its development towards maturity.
• paralyzing experiences: they exist as a counterpart to the previous ones, they refer to those experiences that block the development of intelligence, they are full of negative emotions, capable of stopping the normal development of intelligence. Feelings of fear, shame, guilt, hatred, prevent grow intellectually.

The Theory of multiple intelligences by Howard Gardner has impacted those who are involved in one way or another in the teaching-learning process. In many cities in the United States, in Puerto Rico, the Philippines, Singapore, as well as in Europe, schools have emerged where activities are carried out aimed at developing the different intelligences that the individual possesses.

How much intellectual possibility, and how much development capacity we own. However, when we analyze the teaching programs that are taught in many institutions and that force students, children, to follow, we observe that they limit themselves to concentrating on the predominance of linguistic and mathematical intelligence giving minimal importance to the other possibilities of knowledge.

Reason why many students who do not stand out in the domain of traditional academic intelligences do not have recognition and thus their contribution to the cultural and social sphere is diluted, and some come to think that they are failures, when in reality they are being suppressed. their talents.

From the above described, we know then that there is no general intelligence that grows or stagnates, but rather a multiple list of aspects of intelligence, some much more sensitive than others to the modification of appropriate stimuli.

Multiple intelligence classrooms

There is already talk of “Schools of Multiple Intelligences”, where students learn and are intellectually strengthened through a curriculum that instead of emphasizing teaching through intelligence, schools emphasize teaching “for” intelligence. Students are motivated so that they can achieve the goals they have set out to achieve.

Teachers develop teaching strategies that take into account the different possibilities of acquiring knowledge that the child has. If he does not understand through the intelligence that is chosen to inform him, they consider that there are at least seven different paths to try.

Parents have active participation in planning activities that help enrich the curriculum and attending meetings where their children’s progress is discussed, and at home they stimulate, understand and encourage their children in the development of their abilities.

This Theory of Multiple Intelligences thus opens up a break with old teaching paradigms.

Below, we offer you alternatives so that you can measure other aspects and mental abilities related to Howard Gardner’s theory of multiple intelligences:

This article is merely informative, at PsychologyFor we do not have the power to make a diagnosis or recommend a treatment. We invite you to go to a psychologist to treat your particular case.

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