Multiple Intelligence

The theory of multiple intelligences began with Howard Gardner in 1975. According to Kowalski and Westen (2011), “Gardner views intelligence as ‘an ability or set of abilities that is used to solve problems or fashion products that are of consequence in a particular cultural setting’ (Walters & Gardner, 1986, p. 165).” In Gardner’s book Frames of Mind (1983), he developed eight theories of intelligences. Each person has the ability to grow in each intelligence, however many develop only two or three of these intelligences which are genetically inherited or learned from the environment.

Multiple Intelligences

The eight intelligences that Gardner recognized include musical, logical-mathematical, naturalist, spatial, bodily-kinesthetic, intrapersonal, and interpersonal. Other intelligences that Gardner considered including are spiritual intelligence, existential intelligence, and moral intelligence. Spiritual intelligence could not be included because this intelligence is more complex. According to Smith (2002, 2008, para. 30), “there are problems surrounding the content of spiritual intelligence, its privileged but unsubstantiated claims with regard to truth value, ‘and the need for it to be partially identified through its effect on other people.’” Existential intelligence is perplexing, vast, and sparse. In regard to moral intelligence, the essence of morality cannot be captured in the sanctity of life and Gardner does not find moral intelligence acceptable in the definition and criteria of intelligence.

Differentiation of Intelligences

Gardner isolates intelligence based on three criteria: neuropsychological, giftedness or deficiencies, and developmental. According to Kowalski and Westen (2011, p. 289), “each module has its own modes of representation, its own rules or procedures, and its own memory systems.” A deficiency in one area of the neurons can increase the efficiency in other areas of the brain, creating strength in other intelligences. Individuals with strength in one area, such as arts, musical, or mathematical abilities typically have a weakness in other areas, such as interpersonal or logical intelligences. The third criteria for intelligence is developmental, which can be influenced by both nature and nurture. “Although genes and environment both influence IQ in childhood, the impact of the family environment decreases with age as the impact of genetics increases” (Kowalski & Westen, 2011, p. 293). Nature and nurture influence intelligence differently. In the early years, environment plays a crucial role in influencing intelligence. However, inherited genes must be present for the intelligence to flourish.

Each of the eight intelligences can be differentiated by specific abilities, such as musical ability, mathematic ability, logical thinking, or intellectual thinking and speaking. Four of the seven intelligences are commonly valued in academics: linguistic, musical, logical-mathematical, and bodily-kinesthetic. However, the other intelligences (spatial, naturalist, interpersonal, and intrapersonal intelligences) are often overlooked in education. My strong intelligences include linguistic, intrapersonal, and interpersonal.

Linguistic Intelligence

I use language in spoken and written words to express my thoughts, feelings, and experiences in life. Understanding and sorting through complex meanings is interesting and challenging. My mother taught me to be sensitive to others when speaking; I find this challenging and rewarding. Sensitivity is easy to convey in my writings and with adolescents. I write about experiences as I perceive them and how they may appear to others, without judgment. However, when I speak I sometimes use my tone of voice more than my words. My linguistic intelligence will help me write a book about my experiences in life and how I have overcome the challenges before me by recognizing there is a lesson to be learned in each situation.

Intrapersonal Intelligence

Intrapersonal intelligence is the understanding oneself and the purpose in life without allowing others to dictate my thoughts, feelings, or behavior. Taking responsibility to understand oneself is a challenging task. I can decipher if I am upset by my own issues or with someone else’s behavior. I use my strengths to pursue my goals in life and face challenges ahead. Understanding the self is, in part, a reflection of what I want to accomplish in life and what I need to accomplish to reach my goals. At twenty one, I began to seek a better understanding of the self – why I behave in certain situations, what my reaction says about me, and how to change undesirable behaviors into acceptable behaviors. By appreciating, accepting, and understanding the self, I can also help others make changes in their lives by sharing what I learned.

I am motivated by the need to feel appreciated, accepted, and understood by others in my life. Striving for the best in every situation was learned from the adversity and disappointment from my step-father. My fears of failure are pushed aside as I strive for perfection in everything I set out to accomplish. I try to create an environment that guides my dreams and goals. I do not always fit into a typical stereotype; I create my own life and personality to fit what I believe is right for me. I believe I am here for a purpose to help others overcome challenges in life by sharing my experiences in life. I begin teaching life skills with my family; allowing them to become what they believe their purpose is in life and supporting their goals, dreams, and desires.

Interpersonal Intelligence

Interpersonal intelligence is the ability to interact and understand other people effectively. Learning about myself has helped me also learn about other people. I view people as a way to learn about the world; through the cultural differences, beliefs, and values to moral values and how we are so similar to one another yet so different. I can communicate effectively with the students on my bus, allowing each person the right to be themselves yet still respect others. I witness distinct temperaments, moods, and behaviors which allow me to interact with each child on a personal level. Many times I can stop an argument before it starts by intervening when differences become escalated. I can help the students learn how to strengthen their own interpersonal skills by modeling the behavior for them.

I have always been a ‘people person;’ watching others’ behavior, interactions, and reactions to situations, since I was a young child. I continue to watch and learn about others daily. As I sit in the coffee shop, writing this paper, I take a moment to listen and watch others around me. I can view their body language, hear their tone of voice, and decipher who is introverted and who is the extravert in the group. I enjoy watching people as they solve problems, communicate, and behave in public places. The variety of differences in people intrigues me to learn more. Each person has their own views, perceptions, beliefs, and experiences that are exerted in their personality and behavior. Starting conversations with strangers comes naturally to me in a variety of settings. I relate to others with my own personal experiences, which allows them to feel comfortable around me and are often more willing to share their personal experiences with me.

I believe my intelligences are genetically inherited and environmentally shaped. My biological father has the logical-mathematical intelligence; my mother’s strongest intelligence is interpersonal. My father used his logical-mathematical intelligence to reach his goal of manager and owner of a restaurant. Unfortunately, my mother did not use her intelligence to better her life but she does use her interpersonal intelligence to gain many friends. I believe I have the power to increase my knowledge in the other intelligences to continue to help others learn more about themselves. Life is full of unanswered questions, the more intelligent a person is does not only help one understand the answers but also helps to accept the unanswered questions.

References

Kowalski, R. & Westen, D. (2011). Psychology (6th ed.). Hoboken, NJ: Wiley.

Smith, M. K. (2008). Howard Gardner, Multiple Intelligences and Education. Retrieved January 22, 2012 from infed.org

Thompson, H. (n.d.). Multiple Intelligences. Retrieved January 22, 2012 from hmt.myweb.uga.edu

The Nine Types of Intelligence. Retrieved January 22, 2012 from skyview.vansd.org