Howard Gardner’s Theory of Multiple Intelligences

Linguistic Intelligence is a part of Howard Gardner’s multiple intelligence theory that deals with sensitivity to the spoken and written language, ability to learn languages, and capacity to use language to accomplish certain goals.

Linguistic intelligence involves the ability to use language masterfully to express oneself rhetorically or poetically. It includes the ability to manipulate syntax, structure, semantics, and phonology of language.

People with linguistic intelligence, such as William Shakespeare and Oprah Winfrey, have the ability to analyze information and create products involving oral and written language, such as speeches, books, and memos.

Potential Career Choices

Careers you could dominate with your linguistic intelligence:

Lawyer

Speaker / Host

Author

Journalist

Curator

Logical-Mathematical Intelligence (number/reasoning smart)

Logical-mathematical intelligence refers to the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically.

Logical-mathematical intelligence involves the ability to use logic, abstractions, reasoning, and critical thinking to solve problems. It includes the capacity to understand the underlying principles of some kind of causal system.

People with logical-mathematical intelligence, such as Albert Einstein and Bill Gates, have an ability to develop equations and proofs, make calculations, and solve abstract problems.

Potential Career Choices

Careers you could dominate with your logical-mathematical intelligence:

Mathematician

Accountant

Statistician

Scientist

Computer Analyst

Spatial Intelligence (picture smart)

Spatial intelligence involves the ability to perceive the visual-spatial world accurately. It includes the ability to transform, modify, or manipulate visual information. People with high spatial intelligence are good at visualization, drawing, sense of direction, puzzle building, and reading maps.

Spatial intelligence features the potential to recognize and manipulate the patterns of wide space (those used, for instance, by navigators and pilots) as well as the patterns of more confined areas, such as those of importance to sculptors, surgeons, chess players, graphic artists, or architects.

People with spatial intelligence, such as Frank Lloyd Wright and Amelia Earhart, have the ability to recognize and manipulate large-scale and fine-grained spatial images.

Potential Career Choices

Careers you could dominate with your spatial intelligence:

Pilot

Surgeon

Architect

Graphic Artist

Interior Decorator

Bodily-Kinesthetic Intelligence (body smart)

Bodily-kinesthetic intelligence is the potential of using one’s whole body or parts of the body (like the hand or the mouth) to solve problems or to fashion products.

Bodily-kinesthetic intelligence involves using the body with finesse, grace, and skill. It includes physical coordination, balance, dexterity, strength, and flexibility. People with high bodily-kinesthetic intelligence are good at sports, dance, acting, and physical crafts.

People with bodily-kinesthetic intelligence, such as Michael Jordan and Simone Biles, can use one’s own body to create products, perform skills, or solve problems through mind–body union.

Potential Career Choices

Careers you could dominate with your bodily-kinesthetic intelligence:

Dancer

Athlete

Surgeon

Mechanic

Carpenter

Physical Therapist

Musical Intelligence (music smart)

Musical intelligence refers to the skill in the performance, composition, and appreciation of musical patterns.

Musical intelligence involves the ability to perceive, discriminate, create, and express musical forms. It includes sensitivity to rhythm, pitch, melody, and tone color. People with high musical intelligence are good at singing, playing instruments, and composing music.

People with musical intelligence, such as Beethoven and Ed Sheeran, have the ability to recognize and create musical pitch, rhythm, timbre, and tone.

Potential Career Choices

Careers you could dominate with your musical intelligence:

Singer

Composer

DJ

Musician

Interpersonal Intelligence (people smart)

Interpersonal intelligence is the capacity to understand the intentions, motivations, and desires of other people and, consequently, to work effectively with others.

Interpersonal intelligence involves the ability to understand and interact effectively with others. It includes sensitivity to other people’s moods, temperaments, motivations, and desires. People with high interpersonal intelligence communicate well and can build rapport.

People with interpersonal intelligence, such as Mahatma Gandhi and Mother Teresa, have the ability to recognize and understand other people’s moods, desires, motivations, and intentions.

Potential Career Choices

Careers you could dominate with your interpersonal intelligence:

Teacher

Psychologist

Manager

Salespeople

Public Relations

Intrapersonal Intelligence (self-smart)

Intrapersonal intelligence is the capacity to understand oneself, to have an effective working model of oneself, including one’s desires, fears, and capacities—and to use such information effectively in regulating one’s own life.

It includes self-awareness, personal cognizance, and the ability to refine, analyze, and articulate one’s emotional life.

People with intrapersonal intelligence, such as Aristotle and Maya Angelou, have the ability to recognize and understand his or her own moods, desires, motivations, and intentions.

This type of intelligence can help a person understand which life goals are important and how to achieve them.

Potential Career Choices

Careers you could dominate with your intrapersonal intelligence:

Therapist

Psychologist

Counselor

Entrepreneur

Clergy

Naturalist intelligence (nature smart)

Naturalist intelligence involves the ability to recognize, categorize, and draw upon patterns in the natural environment. It includes sensitivity to the flora, fauna, and phenomena in nature. People with high naturalist intelligence are good at classifying natural forms.

Naturalistic intelligence involves expertise in recognizing and classifying the numerous species—the flora and fauna—of his or her environment.

People with naturalistic intelligence, such as Charles Darwin and Jane Goddall, have the ability to identify and distinguish among different types of plants, animals, and weather formations that are found in the natural world.

Potential Career Choices

Careers you could dominate with your naturalist intelligence:

Botanist

Biologist

Astronomer

Meteorologist

Geologist

Critical Evaluation

Most resistance to multiple intelligences theory has come from cognitive psychologists and psychometricians. Cognitive psychologists such as Waterhouse (2006) claimed that there is no empirical evidence to the validity of the theory of multiple intelligences.

Psychometricians, or psychologists involved in testing, argue that intelligence tests support the concept for a single general intelligence, “g”, rather than the eight distinct competencies (Gottfredson, 2004). Other researchers argue that Gardner’s intelligences comes second or third to the “g” factor (Visser, Ashton, & Vernon, 2006).

Some responses to this criticism include that the multiple intelligences theory doesn’t dispute the existence of the “g” factor; it proposes that it is equal along with the other intelligences. Many critics overlook the inclusion criteria Gardner set forth.

These criteria are strongly supported by empirical evidence in psychology, biology, neuroscience, among others. Gardner admits that traditional psychologists were valid in criticizing the lack of operational definitions for the intelligences, that is, to figure out how to measure and test the various competencies (Davis et al., 2011).

Gardner was surprised to find that Multiple Intelligences theory has been used most widely in educational contexts. He developed this theory to challenge academic psychologists, and therefore, he did not present many educational suggestions. For this reason, teachers and educators were able to take the theory and apply it as they saw fit.

As it gained popularity in this field, Gardner has maintained that practitioners should determine the theory’s best use in classrooms. He has often declined opportunities to aid in curriculum development that uses multiple intelligences theory, opting to only provide feedback at most (Gardner, 2011).

Most of the criticism has come from those removed from the classroom, such as journalists and academics. Educators are not typically tied to the same standard of evidence and are less concerned with abstract inconsistencies, which has given them the freedom to apply it with their students and let the results speak for itself (Armstrong, 2019).

Support

Shearer (2020) provides extensive empirical evidence from neuroscience research supporting MI theory.

Shearer reviewed evidence from over 500 functional neuroimaging studies that associate patterns of brain activation with the cognitive components of each intelligence.

The visual network was associated with the visual-spatial intelligence, somatomotor networks with kinesthetic intelligence, fronto-parietal networks with logical and general intelligence, auditory networks with musical intelligence, and default mode networks with intra- and interpersonal intelligences. The coherence and distinctiveness of these networks provides robust support for the neural validity of MI theory

He concludes that human intelligence is best characterized as being multiple rather than singular, with each person possessing unique neural potentials aligned with specific intelligences.

Implications for Learning

The most important educational implications of the theory of multiple intelligences can be summed up through individuation and pluralization. Individuation posits that because each person differs from other another there is no logical reason to teach and assess students identically.

Individualized education has typically been reserved for the wealthy and others who could afford to hire tutors to address individual student’s needs.

Technology has now made it possible for more people to access a variety of teachings and assessments depending on their needs. Pluralization, the idea that topics and skills should be taught in more than one way, activates an individual’s multiple intelligences.

Presenting a variety of activities and approaches to learning helps reach all students and encourages them to be able to think about the subjects from various perspectives, deepening their knowledge of that topic (Gardner, 2011b).

A common misconception about the theory of multiple intelligences is that it is synonymous with learning styles. Gardner states that learning styles refer to the way an individual is most comfortable approaching a range of tasks and materials.

Multiple intelligences theory states that everyone has all eight intelligences at varying degrees of proficiency and an individual’s learning style is unrelated to the areas in which they are the most intelligent.

For example, someone with linguistic intelligence may not necessarily learn best through writing and reading. Classifying students by their learning styles or intelligences alone may limit their potential for learning.

Research shows that students are more engaged and learn best when they are given various ways to demonstrate their knowledge and skills, which also helps teachers more accurately assess student learning (Darling-Hammond, 2010).

Therapeutic Benefits of Incorporating Multiple Intelligences Within Therapy

Pearson et al. (2015) investigated the experiences of 8 counselors who introduced multiple intelligences (MI) theory and activities into therapy sessions with adult clients. The counselors participated in a 1-day MI training intervention and were interviewed 3 months later about their experiences using MI in practice.

The major themes that emerged from qualitative analysis of the interviews were:

• MI helped enhance therapeutic alliances. Counselors felt incorporating MI strengthened their connections with clients, increased counselor and client comfort, and reduced client suspicion/resistance.
• MI led to more effective professional work. Counselors felt MI provided more tools and flexibility in responding to clients. This matches findings from education research on the benefits of MI.
• Clients responded positively to identifying strengths through MI. The MI survey helped clients recognize talents/abilities, which counselors saw as identity-building. This aligns with the literature on strength-based approaches.
• Clients appreciated the MI preference survey. It provided conversation starters, increased self-reflection, and was sometimes a catalyst for using music therapeutically.
• Counselors felt comfortable with MI. They experienced increased confidence and professional comfort. Counselor confidence contributes to alliance building (Ackerman & Hilsenroth, 2003).
• Music use stood out as impactful. In-session and extratherapeutic music use improved client well-being after identifying musicality through the MI survey. This matches the established benefits of music therapy (Koelsch, 2009).
• MI training opened up therapeutic possibilities. Counselors valued the experiential MI training. MI appeared to expand their skills and activities.

The authors conclude that MI may enhance alliances, effectiveness, and counselor confidence. They recommend further research on long-term impacts and optimal training approaches. Counselor education could teach MI theory, assessment, and tailored interventions.

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