Howard Gardner

10 Key excerpts on "Howard Gardner"

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  Learning Psychology NQF4 SB

  TVET FIRST

  • N Horn P Huygen(Author)
  • 2013(Publication Date)
  • Macmillan

    (Publisher)

  Human beings are organisms who possess a basic set of intelligences. Second, that people have a unique blend of intelligences. Howard Gardner argues that the big challenge facing the deployment of human resources “ is how to best take advantage of the uniqueness conferred on us as a species exhibiting several intelligences ” . These intelligences, according to Gardner, are amoral – they can be put to constructive or destructive use. Eight kinds of intelligence would allow eight ways to teach, rather than one. 5 .4 Howard Gardner, multiple intelligences and education The Multiple Intelligences Theory has found favour in many countries, notably the United Stated of America. Howard Gardner ’ s work around multiple intelligences has had a profound impact on thinking and practice in education – especially in the United States. Here we explore the Theory of Multiple Intelligences; why educationalists approve of it; and some of the issues around its conceptualisation and realisation. A range of educational theorists agree with Gardner ’ s theory, and many lecturers and policymakers have used it to address problems in schools. Also, a number of schools in the United States have used the understandings that Howard Gardner developed to structure curricula and to design classrooms and even whole schools. The theory has been used in pre-school, higher, vocational and adult education initiatives. Mindy L. Kornhaber, a researcher involved with Project Zero, has identified a number of reasons why teachers and policymakers in the United States have responded positively to Howard Gardner ’ s presentation of multiple intelligences. Among these are that: ... the theory validates educators ’ everyday experience: students think and learn in many different ways. It also provides educators with a conceptual framework for organizing and reflecting on curriculum assessment and pedagogical practices.

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  Profiting from Multiple Intelligences in the Workplace

  • Joyce Martin(Author)
  • 2018(Publication Date)
  • Routledge

    (Publisher)

  One of the most significant of these pioneers has been Howard Gardner. In 1983 Professor Howard Gardner of Harvard University drew on evidence from research in neurophysiology as well as psychology to suggest a new framework for describing intelli­ gence. In his groundbreaking book Frames of Mind , he outlined the theory of multiple intelli­ gences and offered evidence of how the theory could be used not only to explain intelligence but also, in a practical sense, to foster and develop it. Gardner’s model challenged conven­ tional thinking about intelligence in three significant ways: • Definition It offered a new definition based on socially valued products rather than intangible and hypothetical constructs. 2 36 • P ROF I T I NG FROM MUL TI PLE I N T E L L I G E N C E S IN THE W O R K P L A C E • Intelligence(s) as multiple It suggested that instead of a single ‘intelligence’ there was physiological as well as psychological evidence to support the existence of at least seven dif­ ferent semi-autonomous intelligences. (It was not until he was satisfied, nearly a decade later, that his stringent criteria for defining an intelligence were met, that two more intelli­ gences were added to the list.) • Utility While previous models of intelligence stopped with the measurement and/or prediction of performance, Gardner’s model was tested and supplied empirical evidence that the models if applied to training and development, could actually affect outcomes. The sections that follow expand on these three elements: refining Gardner’s definition; describing in detail the individual but interactive intelligences and how they relate to the work­ place; and the evidence for the potential of the model to improve performance . Gardner’s definitions INTELLIGENCE IS A PRODUCT The first digression from conventional definitions of intelligence was Gardner’s insistence on the evidential nature of ‘intelligence’.

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  Developmental and Educational Psychology for Teachers

  An applied approach

  • Dennis McInerney, David Putwain(Authors)
  • 2016(Publication Date)
  • Routledge

    (Publisher)

  Gardner believes that intellectual competence entails a set of skills of problem solving that enable individuals to resolve genuine problems or difficulties, and when appropriate, to create an effective product. Gardner also believes that intelligent behaviour must entail the potential for finding or creating problems, thereby laying the groundwork for the acquisition of new knowledge. Intelligent behaviour can be demonstrated in many different ways. The ways in which intelligences are demonstrated reflects a response to the cultural context of the individual and group (Emery et al., 2007; Ng & Earley, 2006). Gardner’s theory makes it clear that intelligence in its many facets reflects potentials that must be fostered in the environment. They will not develop fully without stimulation, encouragement, and extensive practice.

  Multiple intelligences

  Gardner (1983) originally proposed seven intelligences. These are: logical-mathematical, linguistic, musical, spatial, bodily-kinaesthetic, interpersonal, and intrapersonal. These seven were only considered as tentative, and later he proposed an additional three intelligences: naturalist, spiritual, and existential (Gardner, 1999). Each intelligence is characterised by core components such as sensitivity to the sounds, rhythms, meanings of words (linguistic), and capacities to discern and respond appropriately to the moods, temperaments, motivations, and desires of other people (interpersonal). Although few occupations rely entirely on a single intelligence, an individual with a highly developed intelligence in one of these areas may become a composer (musical), a dancer (bodily-kinaesthetic), or a therapist (interpersonal). Other occupations might require a blend of intelligences (Davis et al., 2011; Shearer & Luzzo, 2009). A surgeon, for example, needs both the acuity of spatial intelligence to guide the scalpel and the dexterity of the bodily-kinaesthetic intelligence to handle it.

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  Rainbows of Intelligence

  Exploring How Students Learn

  • Sue Teele(Author)
  • 2015(Publication Date)
  • Skyhorse

    (Publisher)

  3

  The Theory of Multiple Intelligences

  G ardner argued that intelligence cannot be adequately assessed only by tests because paper-and-pencil measures are not always “intelligence fair.” Gardner’s theory contrasts markedly with the view that intelligence is based on a unitary or “general” ability for problem solving. Gardner introduced the theory of multiple intelligences in his book Frames of Mind (1983). This theory defines intelligence as an “ability to solve problems, or to create products that are valued within one or more cultures.” According to Gardner, each individual possesses at least seven different intelligences, each with varied abilities. The seven intelligences are identified as linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, intrapersonal, and interpersonal. The following descriptions provide abbreviated examples of the characteristics of each.

  Linguistic Intelligence

  Linguistic students have highly developed auditory skills, enjoy reading and/or writing, like playing word games, have good memories for names, dates, and places, and prefer doing word processing on a computer. They may possess well-developed vocabularies and use language fluently, and are often able to spell words accurately and phonetically. They learn to read more effectively through a phonics approach.

  LINGUISTIC INTELLIGENCE

  • Has highly developed auditory skills
  • Enjoys reading and writing
  • Has a good memory
  • Spells words easily and accurately
  • Uses language fluently

  Methods to which linguistically strong students can respond are lectures, word games, storytelling, advanced organizers, debate, speech, learning logs, reading aloud, and exercises that encourage reading, writing, spelling, and listening.

  It is important to remember that not all students can perform at a high level with every one of the linguistic skills. Some students may be able to read and spell well, but not write well. Some students may not be able to process through listening only.

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  In the Know

  Debunking 35 Myths about Human Intelligence

  • Russell T. Warne(Author)
  • 2020(Publication Date)
  • Cambridge University Press

    (Publisher)

  It is also untestable, to boot. Another incoherence in Gardner’s theory is why the abilities he emphasizes must be “intelligences” at all. He recognized this ambiguity and explained that he chose the term because he wanted “to replace the current, largely discredited notion of intelligence as a single inherited trait” (Gardner, 2011, p. 300). However, by including physical abilities (in bodily-kinesthetic intelligence), personality traits (in interpersonal intelligence) and other non-cognitive traits, Gardner has stretched the word “intelligence” so much that it ceases to have any real meaning (Hunt, 2011; Jensen, 1998; Scarr, 1985). Gardner sees g as being a narrow concept that encourages “a limited view of intelligence” (von Károlyi et al., 2003), but believing in the existence of g does not preclude the existence of other abilities. In fact, both the CHC and bifactor models explicitly recognize the existence of non-g cognitive abilities (as this book’s Introduction makes clear). Finally, any useful scientific theory must be able to make predictions about phenomena or – in the case of the social sciences – individuals. Multiple intelligences theory is unable to do this (Hunt, 2011). One reason is that Gardner never creates a feasible plan for assessing the intelligences in his theory; indeed, he has stated that he does not endorse any psychological test to measure the multiple intelligences (von Károlyi et al., 2003). In Frames of Mind he spends only a few pages (2011, pp. 404–406) explaining how to measure the intelligences. These tips are extremely impractical to implement on a large scale. For example, Gardner suggests giving children a wide variety of materials from different intelligence domains (e.g., puzzles, a computer, musical instruments) and then examining which areas a child excels in. Gardner estimates that this endeavor will take 5–10 hours per child over the course of a month.

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  How the Child's Mind Develops

  • David Cohen(Author)
  • 2017(Publication Date)
  • Routledge

    (Publisher)

  Psychologists such as Howard Gardner and Robert Ornstein claim that we have not one brain, but a whole set of modules or components that sometimes work together and sometimes compete for executive action. Gardner works at Project Zero at Harvard University. The project studies how children develop – and especially how they develop creatively. He has mocked the pretensions of the IQ tests. He told me that they had been designed to pick who would be a top-class colonial administrator and know how to file instructions from London or Paris while sipping gin in the middle of the tropics (Gardner interview in Cohen 1995).

  p.142

  There are seven different kinds of intelligence, Gardner claims: linguistic, logical mathematical, spatial, bodily kinaesthetic, musical, interpersonal (which we use to understand others) and interpersonal (which we use to understand ourselves).

  Gardner and his colleague Robert Ornstein have devised a complex model on this basis. They argue there are many separate, semi-autonomous ‘modules’ in the brain. Ornstein calls these modules ‘multi minds’; Gardner calls them ‘multiple intelligences’. Sometimes they work together; sometimes they compete. In any individual, one set of modules will be more developed than others. One shouldn’t be asking the question of whether people are more intelligent, but how bright they are on modules A, B, C and so on.

  FIGURE 8.2   Gardner’s seven intelligences.

  p.143

  FIGURE 8.3   Drawings by 5-year-old Nadia, who is autistic (left), and an average 6½-year-old (right). Reproduced with permission from L. Selfe (1976), ‘An autistic child with exceptional drawing ability’, in G.E. Butterworth (ed.), The Child’s Representation of the World , New York: Plenum Publishing Group.

  p.144

  The notion of modules has become influential. To test the cognitive development of a child means, Gardner argues, testing each of these intelligences separately. There is no logical reason why a child shouldn’t score very high on some intelligences and very low on others – and the intelligences don’t have to develop at the same pace.

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  Human Intelligence

  • Earl Hunt(Author)
  • 2010(Publication Date)
  • Cambridge University Press

    (Publisher)

  It has been said that science proceeds when it defines tasks that carve nature at its joints. If this is true, Multiple Intelligence theory is not a map for scientific progress. Having said this, I close with a strong endorsement of one of Gardner’s positions, as being useful for science, and a more qual-ified endorsement of another, as a way of thinking about education. Gardner makes a good point when he advocates expanding the evaluation of intel-ligence beyond the conventional psycho-metric testing paradigm. The field could definitely profit from more analyses of indi-vidual differences in performance of every-day tasks, in fields ranging from the evalua-tion of surgeons, mechanics, and lawyers, to the observation of schoolchildren. Indeed, in industrial-organizational psychology there is considerable concern that personnel assessment is limited by our ability to record details of on-the-job performance. 22 Gardner deserves credit for highlighting the problem, although (possibly due to his 22 S. Hunt, 2007 . 120 HUMAN INTELLIGENCE disdain for assessment) he has not provided a solution. The qualified endorsement is that any humane person ought to agree with Gard-ner that schools should, insofar as possible, encourage students to develop their personal abilities and interests. I would like to see students given much more opportunity to develop talents in music, the performing arts, and even, for all students rather than just for selected stars, athletics. However, I also want students to be prepared for the advanced, post-industrial society that they are going to live in. In order to meet this goal schools have to stress the development of linguistic and mathematical skills. The extent to which other topics can be taught depends on how much time and money soci-ety is willing to invest in education. Defining the curriculum is a matter for educational policy, not for science.

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  Handbook of Intelligence

  • Robert J. Sternberg(Author)
  • 2000(Publication Date)
  • Cambridge University Press

    (Publisher)

  Finally, the contextual subtheory is defined as "purposive adap- tation to, shaping of, and selection of real-world en- vironments relevant to one's life" (Sternberg, 1986a, p. 235). Within this model of intelligence and con- ception of giftedness, exceptional abilities may man- ifest themselves in any one of the three domains. Sternberg did not specify a formula or relative bal- ance necessary for giftedness; however, in his the- ory the most gifted (those with the most "success- ful intelligence") are seen to be those who are both strong in all three domains and able to balance these three dimensions, knowing when and how to use each (Sternberg, 1997). Further, Sternberg's theory acknowledges that the particular processes involved in each component may differ from discipline to dis- cipline and does not claim independence of com- ponents. Rather, the components are viewed as in- teractive in creating exceptionally able performance (1986). Gardner's Model of Multiple Intelligences Gardner's model of intellectual ability (1983, 1993a), the Multiple Intelligence (MI) model has been translated by educators of the gifted into iden- tification procedures that generate groups of stu- dents classified as gifted in one or more of the intelligences he has suggested: linguistic, logical- mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal (Plucker, Callahan, & Tomchin, 1996; Maker, Neilson, & Rogers, 1994; Starnes, n.d.). Within this model, an intelligence is defined as "an ability or set of abilities that permit an individual to solve problems or fashion products that are of consequence in a particular cultural set- ting" (Ramos-Ford & Gardner, 1977, p. 55). Further, Ramos-Ford and Gardner asserted that the seven are not intended to be restrictive, but rather, to extend the concept of intelligences beyond the linguistic domain traditionally assessed in schools.

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  Psychology in Action

  • Karen R. Huffman, Katherine Dowdell, Catherine A. Sanderson(Authors)
  • 2017(Publication Date)
  • Wiley

    (Publisher)

  According to Gardner’s theory of multiple intelligences (1983, 2008), people have different profiles of intelligence because they are stronger in some areas than others (Table 8.6). And they use their intelligences differently to learn new material, perform tasks, and solve prob- lems. Moreover, Gardner’s research suggests that most people possess one or more natural intelligences critical to success in various occupations. Carefully consider each of the multiple intelligences in Table 8.6 and how it might help guide you toward a satisfying career. Robert Sternberg’s triarchic theory of intelligence also assumes multiple abilities. As shown in Table 8.7 , Sternberg believes there are three separate, learned aspects of intelligence: (1) analytic, (2) creative, and (3) practical (Sternberg, 1985, 2015). Triarchic theory of intelligence Sternberg’s theory that intelli- gence involves three forms: analytical, creative, and practical.

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  Management Intelligence

  Sense and Nonsense for the Successful Manager

  • A. Furnham(Author)
  • 2008(Publication Date)
  • Palgrave Macmillan

    (Publisher)

  More interesting, a variety of studies have shown that laypeople believe that a number of the multiple intelligences (for example musical, bodily-kinesthetic, emotional) are not linked to tradi- tional ideas of intelligence. The two figures most powerfully involved with the multiple intelli- gence world are Sternberg (1997) and Gardner (1983, 1999). Gardner (1983) defined intelligence as “the ability to solve problems or to cre- ate products that are valued within one or more cultural settings” (p. 11) and specified seven intelligences. He argued that linguistic-verbal and logical-mathematical intelligences are those typically valued in educa- tional settings. Linguistic intelligence involves sensitivity to the spoken and written language and the ability to learn languages. Logical-mathematical intelligence involves the capacity to analyze problems logically, solve mathematical problems and investigate issues scientifically. These two types of intelligence dominate intelligence tests. Three other multiple intel- ligences are arts-based: musical intelligence which refers to skill in the performance, composition and appreciation of musical patterns; bodily Introduction – intelligence at work 3 kinesthetic intelligence which is based on the use of the whole or parts of the body to solve problems or to fashion products; and spatial intelli- gence which is the ability to recognize and manipulate patterns in space. There are also two personal intelligences: interpersonal intelligence which is the capacity to understand the intentions, motivations and desires of other people and to work effectively with them; and intrapersonal intelligence which is the capacity to understand oneself and to use this information effectively in regulating one’s life.

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