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Howard Gardner's Multiple Intelligence Theories

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Throughout the decades, intelligence theories have been a subject of debate within the education psychology field of study. Numerous researchers have suggested varying forms of intelligence from an overall ability to a wide range of skills and talents (Waterhouse, 2006). One of the major theories in psychology is the multiple intelligence theory (MIT) introduced by Howard Gardner. In 1983, Howard suggested it in one of his books, Frames of Mind. According to Gardner, human intelligence involves a configuration of several complementary abilities in an individual (Owens & Valesky, 2011). This paper analyzes the impact of Howard Gardner’s multiple intelligence theory (MIT) on schools and educators. It will achieve this by discussing the seven MIT intelligences that include linguistic intelligence, logical-mathematical intelligence, music intelligence, bodily-kinesthetic intelligence, …show more content…

Individuals with spatial intelligence have the ability to identify three dimensional shapes from touch as they have a good capacity to use their visual form of thinking (Owens & Valesky, 2011). These individuals are also good at interpreting maps and visualizing several mental moves in advance. Spatial intelligence also enables individuals to create, modify, and transform visual images.
Contrary to Howard Gardner’s MIT, traditional intelligence theories emphasize on the importance of developing only linguistic and logical-mathematical intelligence in schools. Gardner, on the other hand, emphasizes on the need for schools to recognize all seven fields of intelligences as equally important (Sternberg, 2005). Traditional theories support the standardized testing that predetermines how students show their knowledge and skills. Contrary to this, Gardner’s theory suggests allowing students to express their knowledge and skills using the different

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Brains vs Brawns: A Summary In Gerald Graff’s “Hidden Intellectualism,” Graff explains that having “street smart” (244) does not mean one is not intelligent. Graff mentions schools and colleges might be the reason for why students are missing an opportunity to be both academically smart and street smart at the same time. Graff implies that knowledge comes in many different forms (246). Graff argues for the use of non- topics in a school setting, because the non-academic topics start healthy competition and bring students together.

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Gerald Graff and Mike Rose both share the important trait of “the value of non academic intelligence” because they both talking about gaining knowledge, satisfying intellectual thirst and education not taking non academic knowledge into account. Author Gerald Graff’s talks about how colleges and schools are not taking into consideration the importance of “street smarts.” We may not see this type of intellectuals as important but they are. One and all know one person who is not that bright but can solve a difficult challenge and has useful knowledge about our environment.

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Knowledge does not reach its fullest power without the necessary skillset to effectively communicate it. In “Hidden Intellectualism,” Gerald Graff reflects on his unconventional journey of acquiring intellect to provide a new perspective on education. Upon later reflection of his conflicting adolescence, he realizes that with proper guidance and motivating topics in school, more individuals would not only be recognized for their intellect but would become familiar with it within themselves. Similar to Graff’s view, when I think about people I have identified as intellectuals, it was not in a school setting that I formed these opinions. In my experience, the true test of intellectualism is not found within education systems but rather the application

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Do you believe intelligence can only be measured by either being “street smart” or “book smart”? Author Gerald Graff was faced with the realities and hardships surrounding this inquiry. Upon reading the article “Hidden Intellectualism” by Gerald Graff, Graff managed to discuss the negative effects of measuring intelligence by these means. Graff begins establishing his credibility by detailing personal stories and experiences, citing compelling facts, and successfully implementing strategic emotional appeals throughout his article. As the text progresses, readers can identify Graff’s usage of rhetorical strategies such as pathos, logos, and language.

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Mike Rose disagrees with the assumption that “Intelligence is closely associated with formal education” (Mike, 247). Formal education does not always measure the level of intelligence of a person. Education as something people can gain not only in school, but every day of their lives. We should be learning from our experiences, and apply this knowledge to our everyday lives. Wisdom should not be looked at as just

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Gerald Graff, a highly regarded English teacher at the University of Illinois at Chicago, writes this essay “Hidden Intellectualism” as1 an adaption from his book published in 2003 Clueless in Academe: How Schooling Obscures the Life of the Mind. Throughout the passage he argues that there are forms of intellectualism that surpass our societies views of being smart, and that our education system is not providing everyone with equal rights to use their skills. Gerald Graff’s is correct in his point of view because there are actually some young people who do not do well academically but excel in extra-curricular activities such as sports. These individuals may be said to possess a form of intellectualism that is concealed. This essay will critically

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Intelligence, 17(4), pp.433-442. Psychology (pp. 169-184). New York: Peter Lang Publishing. Sala, F., Urch Druskat, V. and Mount, G. (2006).

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Gerald Graff’s essay “Hidden Intellectualism” contemplates the age-old idea that street smarts are anti-intellectual. However, as Graff points out, “schools and colleges are at fault for missing the opportunity to tap into such street smarts and channel them into academic smarts.” (244). What Graff means by this is that being street smart does not mean a person lacks intelligence. Rather, educational institutions need to find a way to effectively ‘tap into’ this different format of intellectualism to produce academic intelligence.

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First of all, the perception of a student’s intelligence

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TED is one of the non-profit organizations that does help to share different ideas of different people to the world through their persuasive talk. Sir Ken Robinson, in his Ted Talk, discusses how systems of public education disregard the creativity as it is an important factor related with the growth of students, academically. Robinson does focus on the creativity by arguing through different examples, which does make audience, and other viewers to think on this issue and take action which is being ignored by public education system. The use of pathos, ethos, and logos while his talk regarding creativity in school makes the case of education system entertaining and understand, by giving proper examples with the use of humorous tone.

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Older generations tend to believe that young adults, who are thirty years old or younger, are the “dumbest generation” ever. However, these young adults are not actually dumb, they are able to think more critically and deeper which helps them gain more knowledge and become more intelligent. It is invalid to compare the past with the present because in the present, technology and other developments are far more superior.     Many people have shown themselves to be smarter than the older generation due to technological developments, and the increased use of technology. Sharon Begley stated that IQ scores “ have been rising since the 1930s” and these “tests measure not knowledge but pure thinking capacity” (Begley, Source 2).

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In today’s society people often correlate test scores and percentages to how intelligent a person is. Although, I believe intelligence is also a mix of experiences, I strive to control what people judge me on, which is calculated numbers.

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The two intelligences that are taught in schools are logical/mathematical intelligence and verbal/linguistic intelligence. 3. The other five include spatial, musical, kinesthetic, interpersonal and intrapersonal which are all incredibly important in order to function in today’s society. II. The pressure that is applied by standardized testing is unhealthy to a learning environment.

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These tests promised a way to identify kids who could go further in their education, while separating them from the kids who learned slower and would need extra help. The tests also came with the notion of academic tracking in order to steer students onto a career path deemed appropriate for them (Gershon, 2015). Attempting to measure a student’s intelligence through a standardized test is beyond absurd. All students learn at a different pace. This means that, even if a student may not know a skill at the time of the test, it doesn’t mean that they will never know it.

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THEORIES OF INTELLIGENCE INTRODUCTION Throughout history, numerous researchers have suggested different definitions regarding intelligence and that it is a single, general ability, while other researchers believed that the definition of intelligence includes a range of skills. Spearman (general intelligence), Gardner (multiple intelligence) and Goleman (emotional intelligence) have all looked into further research regarding intelligence, where 3 different theories were formed regarding what intelligence is and how it should be defined. Since then, Binet, Simon and Terman have all contributed to intelligence testing. Although, there is still controversy over intelligence testing.

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