multiple intelligences (mi): the theory, its implications
TRANSCRIPT
Multiple Intelligences (MI): The Theory, Its Implications
September 2010
Plan for Today
* Theories of Intelligence* MI: The Brief Version * Claims * Assessment * MI issues for the Future * As time allows: Your Questions and Comments
Only Yesterday: 1900 -
Administering a Colonial Empire
Traditional “Western”
View
•
Single intelligence (“g”)•
Highly heritable
•
Not much you can do about your “g”•
Psychometricians
can tell you how smart you
are (paper and pencil tests, brain waves or activity, perhaps gene complexes some day)
•
Compare to Asian valuing of effort
Today
Introduction to the
Theory of Multiple Intelligences
A New Interdisciplinary View•
Based on evolutionary evidence, argument, as well as information about brain organization
•
Examination of unusual populations (e.g. prodigies, autistic individual) with jagged cognitive profiles
•
Recognition of different roles and “end-states” across cultures, historically and contemporaneously
•
Deliberately inter-disciplinary (biology, anthropology etc), beyond psychometric testing and beyond sensory modalities
•
Set of 8 specific
criteria for what is/is not an intelligence
Definition:
An intelligence
is the biopsychological potential to process information in certain
ways, in order to solve problems or fashion products that are valued in a
culture or community. Think of several relatively independent computers, not a
single all-purpose one.
Linguistic
poetLogical-mathematical
scientist
Musical
composerSpatial
architect
Bodily-kinesthetic
dancerInterpersonal
leader
Intrapersonal
reflective individualNaturalist
botanist
NaturalistIntelligence
Spiritual Intelligence
Existential Intelligence
Two Scientific Claims
•
We all have these intelligences–
they make us human, cognitively speaking
•
No two people–
not even identical twins (or clones)–
have exactly the same profile of
intelligences
Two Educational Claims
•
We should individualize teaching, learning, and assessing as much as possible
•
Whenever possible, we should pluralize– presenting important ideas in several ways
Important Point #1:
Multiple Intelligences is not an educational end: it is most useful as an educational
means
to a publicly stated goal.
And here are some educational goals Disciplinary Understanding
Scientific-Technological ProwessDemocratic Society
Economic CompetitivenessCreative and/or Critical Thinking
Arts EducationService to the Community
High Scores on international measure
Important Point #2
You cannot legitimately go from scientific finding to an educational recommendation -
any scientific claim (including MI theory) has a large number of implications, even ones that
are inconsistent with one another
Some Myths
Myth #1
An intelligence is the same as a sensory system.
Reality #1
Intelligences do not depend on a single sensory system. Rather, they refer to processes that can take place, no matter what sensory system inputs the data. For example, linguistic intelligence can operate on auditory, visual, tactile information, etc.
Myth #2
An intelligence is the same as a "learning style" or a "working style".
Reality #2
An intelligence refers to a mental computer that works more or less well. A
style implies an approach that applies equally to all contents. So-called styles may or may not obtain across multiple
intelligences or domains; this matter needs to be established by empirical study.
Myth #3
An intelligence is the same as a domain or discipline.
Reality #3
Mea culpa. "Multiple intelligences" describes a new construct. Any
domain/discipline involves multiple intelligences and any intelligence can be applied to multiple domains/disciplines.
Cf
Musical performance vsmusical intelligence
Myth #4
There is an official, approved "MI" approach to education and to schools.
Reality #4
MI theory is certainly relevant to education, and it calls for attention to
individual intellectual profiles. However, a whole variety of educational approaches can follow from MI theory and there are no official
"MI" or "Gardner" schools.
Myth #5
Intelligences are God-given talents that can’t be changed
Reality #5
Intelligences certainly have a heritable component. But they are quite flexible and their development is
strongly dependent on adequate resources, including effective modeling and teaching
Environments that promote intelligence(s)
The remarkable pre-schools of Reggio Emilia in Northern Italy—
conceptualized in post WW II era
If you wanted to assess intelligences—
formally or informally— How would you do it?
Meme-ology: Does MI Take Root in Various Soils?
•
1. Soil overly welcoming—Progressive sites like Scandinavia
•
2. Soil already well stocked with apparently healthy plants UK France Russia Japan
•
3 Soil too resistant until recently, Middle East•
4 Soil resistant but can be overcome Indianapolis
Soils Friendly to MI theory
•
Recovering of tradition (Confucian in East Asia)•
Broadening curriculum beyond STEM subjects (test-heavy environments in Anglo-Saxon societies)
•
Reaching and motivating underserved students (immigrant populations, minorities)
•
Affirmation of democratic practices and values (Latin America)
The Danish Answer to the American question
The Explorama
at DanfossUniverse
Intelligences for Tomorrow
Some speculations about “MI”
and the concept of intelligence(s) in the
future
Intelligence Issues, 2010
•
Breadth of the concept (emotional, moral, creative?)
•
“pure”
vs. “contextual”
assessment•
The “graying”
of intelligence
•
Intelligences for what??
The Importance of Conceptualization (how broadly should we perceive intelligence?)
Contrasting Intellectual Gifts
The difference between an IQ “searchlight”
mind (Bill Clinton or Hillary
Clinton) and a multiple intelligences “laser”
mind (Einstein, Mozart)
The Importance of Assessment
•
“Pure”
vs
Contextual
The Graying of Intelligence?
What happens to multiple intelligencesat older ages:
-
Internalized, go "underground," but donot disappear
-
Personalized mental representationscontinue and perhaps become evenmore differentiated.
- Computers, distance-learning may nourish these different profiles
Intelligences for what??
-
Intelligence (inherently amoral)-
Creativity---
(inherently amoral)
Symptoms of Good Work
•
Excellent in quality, technically•
Personally engaging, meaningful
•
Carried out in an ethical manner
•
It’s never too early to nurture the good worker
Closing thought
From a wise American…
While I have spent decades studying intelligence….
“
Character is more important than intellect”-
Ralph Waldo Emerson
Questions and Comments, as time allows
Howardgardner.comPzweb.harvard.edu
Goodworkproject.org