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HOWARD GARDNER
His life, thoughts, and theory
TIMELINE
Born on July 11, 1943 in Scranton, Pennsylvania
Graduated Harvard 1965 Summa Cum laude
Entered Harvard’s doctoral program in 1966
In the late 1970s he became involved in the Project on Human
Potential (funded by Bernard van Leer Foundation) to 'assess the state
of scientific knowledge concerning human potential and its realization'.
His first major book, The Shattered Mind appeared in 1975 and
fifteen have followed.
He became a lecturer at Harvard (1971-1986)
TIMELINE
1983 introduced multiple intelligences in his book
Frames of Mind
In 1986 he became a professor at Harvard focusing
in psychology
Started teaching at Harvard graduate school in
1986
Since 1999 Gardener has created 7 new
intelligences
Currently Gardener is a psychologist and professor
of neuroscience at Harvard University.
SURVEY
LINGUISTIC INTELLIGENCE
Sensitivity to written and spoken language
Effectively uses language to express oneself
Examples include: writers, poets, lawyers, and
speakers
LOGICAL MATHEMATICAL INTELLIGENCE
Analyze problems more logically
Carryout mathematical operations
Investigate issues scientifically
Detect patterns; reason deductively
Most associated with mathematical and scientific
thinking
MUSICAL INTELLIGENCE
Performance, compositions, appreciation for
musical patterns
Able to recognize and compose musical pitches,
tones, rhythms
Almost structural parallel to linguistic intelligence
BODILY-KINESTHETIC INTELLIGENCE
Use of whole body or body parts to solve problems
Mental ability to coordinate bodily movements
Mental and physical activity are related
SPATIAL INTELLIGENCE
Recognize and use patterns of confined and wide
space areas
INTERPERSONAL INTELLIGENCE
Understand intentions, motivations, and desires of
others
Work effectively with others
Ex: Educators, salespeople, religious/political
leaders, and counselors
INTRAPERSONAL INTELLIGENCE
Understand oneself; feelings, fears, and
motivations
“Having” a working model of ourselves and to
regulate our lives
Survey’s Thoughts
<BOARD>
ADDITIONAL INTELLIGENCES
naturalist intelligence- enables human beings to recognize,
categorize and draw upon certain features of the environment.
‘Combines a description of the core ability with a
characterization of the role that many cultures value’
moral intelligence- 'is a concern with those rules, behaviors
and attitudes that govern the sanctity of life - in particular, the
sanctity of human life and, in many cases, the sanctity of any
other living creatures and the world they inhabit'
ADDITIONAL INTELLIGENCES
spiritual intelligence- unsubstantiated claims with
regard to truth value, 'and the need for it to be partially
identified through its effect on other people'
existential intelligence- a concern with 'ultimate issues’
POSITIVES
theory challenged traditional beliefs in the fields of education and cognitive
science (3)
human beings have nine different kinds of intelligence that reflect different ways
of interacting with the world. (3)
Each person has a unique combination, or profile. Although we each have all nine
intelligences, no two individuals have them in the same exact configuration --
similar to our fingerprints (3)
For Gardner, intelligence is: the ability to create an effective product or offer a
service that is valued in a culture; a set of skills that make it possible for a person
to solve problems in life; the potential for finding or creating solutions for
problems, which involves gathering new knowledge.
POSSIBLE NEGATIVES
• Adequate criteria- do all intelligences involve symbol systems; how the criteria to be applied; and why these particular criteria are relevant
• Does conceptualization of intelligence hold together -substantial tradition of research that demonstrates correlation between different abilities and argue for the existence of a general intelligence factor; argued that musical intelligence and bodily-kinesthetic intelligence are better approached as talents
CONTINUED
Is there sufficient empirical evidence- theories derive rather more strongly from his
own intuitions and reasoning than from a comprehensive and full grounding in empirical
research;
not a properly worked-through set of tests to identify and measure the different
intelligences;
I once thought it possible to create a set of tests of each intelligence - an intelligence-fair
version to be sure - and then simply to determine the correlation between the scores on the
several tests.
I now believe that this can only be accomplished if someone developed several measures
for each intelligence and then made sure that people were comfortable in dealing with the
materials and methods used to measure each intelligence notion of selfhood that Howard
Gardner employs - something that he himself has come to recognize
APPEAL TO EDUCATORS/ HOW TO IMPLEMENT IN CLASSROOM• applied by teachers and policymakers to the
problems of schooling
• structure curricula according to the intelligences
• design classrooms and even whole schools to reflect the understandings
• It is hard to teach one intelligence; what if there are seven; Seven kinds of intelligence would allow seven ways to teach
CONTINUED
• Broad vision of education
• Develop local and flexible programs
• Looking toward morality
• helped a significant number of educators to question their work and to encourage them to look beyond the narrow confines of the dominant discourses of skilling, curriculum, and testing
FINP
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nta
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By: R
ach
el
Gro
ve, Je
ssica V
an
Kirk
, An
a
Beld
ycki, L
ynze
e C
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en
,
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d M
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da G
alla
gh
er!
