TEFL Los Altos California

Before one can elaborate on the concept of “Multiple Intelligences” (MI), the term “intelligence”, which is one of the most disputed in psychology, should be clarified. Unfortunately, a scientifically accepted definition doesn't exist. However, some of the researchers consider “intelligence” as a single, general ability whereas others insist that intelligences comprise a variety of skills, talents and aptitudes. The concept of MI is clearly based on the latter. The inventor of MI was Howard Gardner, a Harvard psychologist, who developed a “model of intelligence that differentiates intelligence into various specific (primarily sensory) modalities, rather than seeing it as dominated by a single general ability.” The driver behind his model was the realisation that the standard IQ testing was too limited and thus, insufficient to assess and promote abilities/skills that will be useful for a successful life. In his book “Frames of Mind: The Theory of Multiple Intelligences” (1983) Gardner argues that all people have different kinds of intelligences. He speaks of the following eight intelligences and adds after some years a ninth one (existentialist intelligence): 1. Linguistic intelligence: People who are good with words (spoken or written) and languages have this intelligence (e.g. William Shakespeare, Wolfgang Goethe). 2. Logic-mathematical intelligence: It concerns numbers, reasoning, abstractions etc. People who are good at mathematics, number activities and at technical abstract problem solving dispose this intelligence (e.g. Blaise Pascale, Leonard Euler). 3. Musical intelligence: This intelligence concerns sounds, rhythms, tones and music (e.g. Wolfgang Amadeus Mozart, Anne Sophie Mutter). 4. Visual-spatial intelligence: It concerns spatial perception and the ability to visualize with one's mind's eye. People, who have a good visual memory, who are good at map reading, art etc., like Michelangelo and Leonardo da Vinci dispose it. 5. Kinaesthetic intelligence: This intelligence concerns the control of one's emotions and the ability to successfully use one's body to handle objects (e.g. skis). Normally, people who are good at sports and with movements/coordination have this intelligence (e.g. David Beckham, Roger Federer). 6. Naturalistic intelligence: People who are interested in the laws of nature (physics, chemistry, fauna, flora), who love to observe and learn more about them dispose this intelligence (e.g. Isaac Newton, Albert Einstein). 7. Interpersonal intelligence: It concerns interaction with other people and includes understanding/relating in a positive way to others. People who like to mix with others and are popular have this intelligence. They understand to network; they have lots of empathy and charisma to lead others etc. (e.g. Martin Luther King, Gandhi, Mandela). 8. Intrapersonal intelligence: This intelligence concerns the self-reflective capacities of a person, i.e. people who have a very good understanding about themselves, how they are made and function. Although Gardner's theory looks appealing at first view, it has come under serious criticism from educators and psychologists. They argue that Gardner's definition of intelligence is too wide. Moreover, these eight different intelligences are just a simple description of different personalities, talents, abilities and they completely lack empirical research and thus, evidence. Despite this criticism, the theory of MI seems to be very popular among educators. Many schools and teachers apply it in their classrooms. My personal view of this whole discussion is rather pragmatic, i.e. I wouldn't care so much whether Gardner's theory is based on a thorough definition of intelligence or whether there is empirical evidence for it, but my utmost concern is that my students will have a positive learning experience during the lesson (-> exceeding the aspiration of simply learning the language!). Since all students are individual personalities with a unique mix of talents, abilities and traits, I need to ensure that as much of them will be addressed during the lesson in order to boost learning. When preparing my lessons, I therefore would do well to plan activities that do not only address Gardner's linguistic intelligence, but also some of the others because certain students might learn english easier when they can use “abilities” they are good at and they will for sure have more fun.