Understanding the 8 Types of Intelligence: Howard Gardner’s Theory
Intelligence is the ability to solve everyday problems, solve new problems, and create products or offer services within one’s own cultural sphere. But what are the eight intelligences? Let’s define them:
The Importance of Defining Intelligence from Different Perspectives
We all possess the eight intelligences in varying degrees. As with learning styles, there are no pure types; if there were, work would be impossible. For Gardner, it is clear that, knowing what we know about learning styles and types of intelligence, it is absurd that we continue to insist that all our students learn the same way. The same material can be presented in many different ways that allow students to assimilate it based on their capabilities and by leveraging their strengths. In raising his theory, as opposed to IQ tests, Gardner states: “We believe that the theory of multiple intelligences may be more humane and more truthful than other alternative views, and that it more adequately reflects the data of intelligent human behavior.”
Howard Gardner adds that just as there are many types of problems to solve, there are many types of intelligence. To date, Howard Gardner and his team at Harvard University have identified eight different types:
- Spatial Intelligence: The ability to form a mental model of the world in three dimensions. This is the intelligence of sailors, engineers, surgeons, sculptors, architects, and decorators.
- Musical Intelligence: The intelligence of singers, songwriters, musicians, and dancers.
- Bodily-Kinesthetic Intelligence: The ability to use one’s body to perform activities or solve problems. It is the intelligence of athletes, craftspeople, surgeons, and dancers.
- Intrapersonal Intelligence: The ability to understand oneself. It is not associated with a specific activity.
- Interpersonal Intelligence: The ability to understand others. It is commonly found in good salespeople, politicians, teachers, and therapists. Intrapersonal and interpersonal intelligence together determine our ability to manage our lives successfully.
- Naturalist Intelligence: The ability to observe and study nature. It is shown by biologists and herbalists.
Naturally, we all possess the eight intelligences in varying degrees. As with learning styles, there are no pure types; if there were, work would be impossible. An engineer needs well-developed spatial intelligence but also needs all the others: logical-mathematical intelligence to perform structural calculations, interpersonal intelligence to present their projects, and bodily-kinesthetic intelligence to drive their car to the worksite.
The Problem with Traditional Education
Howard Gardner emphasizes that all intelligences are equally important. The problem is that our school system does not treat them equally and has enthroned the first two on the list (logical-mathematical and linguistic intelligence) to the point of denying the existence of others. For Gardner, it is clear that, knowing what we know about learning styles and types of intelligence, it is absurd that we continue to insist that all our students learn the same way. The same material can be presented in many different ways that allow students to assimilate it based on their capabilities and by leveraging their strengths. But we also need to consider whether an education focused on only two types of intelligence is best suited to prepare students for living in an increasingly complex world.
Conclusions on Learning and Development
- In most areas of development, students will simply improve with age. In various areas of art, however, the data suggest a surprisingly high degree of competence in young students, followed by a possible decline during the middle years of schooling.
- Preschool students gain a tremendous amount of knowledge and artistic competence. Artistic learning contrasts sharply with traditional school issues.
- Perceptual abilities and understanding of an individual are developed long before production capabilities. Again, the art scene is much more complex.
- The school approach has prevailed in our ideas about learning and has come to exert a stranglehold on the activities that characterize the school. However, individuals may also form their minds through non-formal training schemes and more informal ones.
- Over the past centuries, a “second front” has opened in the area of arts education. With the emergence of fields such as art history, art criticism, aesthetics, communication, semiotics, and the like, a body of knowledge related to the arts has gained prominence in the academic field.