Multiple

Intelligences
Karen Lorena Acuña Cardich
Maria Alejandra Castro Guzman
Laura Katerin Daza Ubaque
Laura Sofia Parada Ballesteros
Laura Solanyi Sepulveda Salazar
 Table of contents

4
Intelligence Criticism of the
1 according to
Gardner
theory

Relevant Authors 5 Measurement of

the MI

2 and their main

contributions
6 Implications for
education

Gardner and the 7 Article

3 Theory of Multiple
Intelligences
8 Conclusions
 1
Intelligence according
to Gardner
The ability to solve problems or produce
products that are valuable in one or more
cultures.

Intelligence is not fixed and static, it is

dynamic, it is always growing, it can be
improved and expanded.

Gardner goes beyond the logical-mathematical and

linguistic to other dimensions of intelligence,
assigning other less traditional aspects.
 "The need to curb the overvaluation of
individual cognitive competencies to
make way for the expression of adaptive
social values”
 Criteria

The possibility that an That it has a plausible The existence of one or Possibility of encoding
intelligence can be evolutionary history. more identifiable in a symbol system.
isolated in cases of operations that perform
brain lesions. an essential or central
function.

A well-differentiated The existence of idiot To have the support of To be supported by

development and a savants, prodigies and experimental psychometric data.
definable set of other exceptional psychology
performances indicating persons.
an "end state"
2
Relevant authors and
their main contribution
Another conception of inteligence

Reuven Feuerstein
(1943)

● Theory of structural
cognitive modifiability
● Self-plasticity theory
Some other definitions and types of intelligence

Robert Sternberg (1949-)

Sternberg's Triarchic Theory of

Intelligence
1. Analytical
2. Creative
3. Practical
Some other definitions and types of intelligence

Mayer and Salovey Daniel Goleman

(1997)

Emotional intelligence theory Popularized by Goleman

 Some other definitions and types of intelligence

Guilford's Structure of Intellect (SOI) Model

3 Dimensions
1. Mental operations
2. Mental contents
3. Mental products
Considerations of the experience´s importance on the learning process and the
intelligence

Pestalozzi (1825)
Intellectual integration
curriculum, also based on the
experiences

Froebel (1837)
Experiences with objects to
manipulate, games, songs,
work, etc.
Considerations of the experience´s importance on the learning process and the
intelligence

John Dewey
● Learning through
relationships and
experiences
● Microcosm of society

María Montessori
Materials for the student
to adapt at his/her own
pace
Main Author
Howard Gardner
(1943-)
Theory of Multiple Intelligence
3
Gardner and the Theory
of Multiple Intelligences
The MI Theory
● Returning to 1979, an investigation into
human potential begins.
● Reviewed research on prodigies, gifted
individuals, brain-injured patients, idiot
savants, “normal” children and adults,
skilled people and people of different
cultures.
● Gardner portrays the theory of Multiple
Intelligences in his book Frames of Mind
(1983).

● In 1999, he publish Intelligence Reframed:

Multiple Intelligences of 21st century.
 Gardner initially
described seven
intelligences, but later
he added two more.
 Multiple Intelligences
● Reasoning.
Logical-Mathematical ● Recognizing patterns.
● Logically analyzing problems.

Linguistic-Verbal ● Able to use words in a good way,

both when writing and speaking.

These intelligences have been the most relevant

in the study of the intelligence.
 Multiple Intelligences

Visual-Spatial ● Visualizing things in the space.

● Body movement.
Bodily-Kinesthetic ● Performing actions.
● Physical control.

Good at thinking in:

Musical ● Patterns.
● Rhythms.
● Sounds.
 Multiple Intelligences
Personal Intelligences
● Assessing the emotions,
Interpersonal motivations, desires, and
intentions of other people.

● Good awareness of their own

Intrapersonal emotional states, emotions,
desires and motivations.
 Multiple Intelligences
● Recognition and classification of
Naturalistic the numerous species.

● Think more deeply.

Existential ● Concern about existential issues.

Both were introduced in Intelligence Reframed.

LET’S PLAY!
“end-states”
 Could there be
more intelligences?
Moral intelligence?
 4
Criticism of the Theory
 Criticism

The main criticism of MI is

that it lacks empirical,
experimental evidence of
its validity
Others claim that general
intelligence such as critical
thinking, reflectiveness, or
memory does exist and that this
theory fails to acknowledge this
important general intelligence
These critics argue that
Gardner’s definition of
intelligence is too broad and that
his nine different "intelligences"
simply represent talents,
personality traits, and abilities.
5
Measurement of the MI
 “Traditional psychometric tests and
standardized measures of intelligence
assess only a small part of the total
spectrum of those abilities”
 The Multiple Intelligences
Self-Efficacy Inventory–Revised
Student Multiple
(Pérez & Cupani, 2008)
Intelligence Profile
(Pérez & Cupani,
(Chan, 2001, 2003) 2008)

(Shearer,2007)
the Multiple Intelligence
Developmental Assessment
Scales

The construction of self-report intelligence instruments

based on the MI theory
https://alis.alberta.ca/careerinsite/kn
ow-yourself/multiple-intelligences-q
uiz/
6
Implications for
Education
 Theoretical Implications

★ Assessment of students’ abilities should relay on

a differentiated profile

★ Change from being teacher and

curriculum centered to be
individual learner centered
 Practical Implications

★ Importance of
the context. ★ Assessment tasks based
on the other intelligences:
portfolios, collaborative
learning, community
service learning and
experiential learning.
★ Assessment.
 Overestimation

★ There is a perception of a
hierarchy of intelligences.
★ It shows on what kind of
activities are involved in the
curriculum and what kind of
activities are extracurricular.
Big numbers catch your audience’s attention
IQ versus Multiple Intelligence

★ Western Society.
★ The Intelligence goes beyond
the IQ score.
★ Some empirical evidence.
 Self-esteem and intelligence

Influence on the self concept of achievement

 On higher education
The approach on intelligence, whether it defines it as unitary
or as multiple, has implications on 3 areas of higher
education:

Access Accountability

Diverse
Learning
Needs
Costs from the implementation of these theory

❖ More time with

students.
❖ Better adapted
equipment.
❖ Space for
introspection and self
exploration in the
curriculum.
 7
Article
Multiple Intelligences and its Development
in Three Early Education Contexts
 Introduction
Compare the didactic strategies that teachers from three different contexts use
to promote the development of multiple intelligences in children.

Three educational contexts

1. Indigenous Chocó department (Embera Community)
In children 4 to 5
2. Rural Cundinamarca department
years old
3. Urban South of Bogotá (Area of land appropriation)
 Theoretical framework
Authors Teaching strategies
Gardner
Theory of multiple intelligences
● Characteristics of child
Goleman development
Emotional intelligence ● Rich environments that
integrate families in training
Sternberg processes
Triad: Analytical, creative and
practical intelligence
 Method
Qualitative study with
phenomenological design

★ Application of semi-structured interviews, observation

techniques and analysis of pedagogical planning.

★ Understand how intelligences are conceived in each

environment.

★ What teaching strategies did the teachers apply?

 Results
Intelligence conception Children's
Practical and close to nature interests
Ability to solve problems No differences between the
three contexts
Close to the theory of multiple intelligences

Teaching strategies Learning resources

Imitation and storytelling Elements built within the community

Interaction and learning guides Resources offered by nature

and recycling material
Strengthening of logical-mathematical
intelligence and linguistic skills Technological resources
 Conclusions
Global conclusion
The sociocultural environment does affect the types of intelligence that children
develop.

Teachers have different Methods and Politics and programs

conceptions about evaluation tools that must increase their
what intelligence is are used should be efforts focused on
adjusted according to reducing gaps
sociocultural factors
 Conclusions

Urban context, dichotomy The philosophy of Public

between: Teaching as Policy converges with the
preparation for school intention of
vs. teaching according to strengthening multiple
national guidelines intelligences

Goal
Strengthen multiple intelligences, taking advantage of the richness of the environments to
guarantee the comprehensive development of childrens
 Article limitations
Fails attempting to explain the global
panorama

➔ Does not successfully integrate the theory with the results

they found

➔ Does not analyze the panorama of public policy vs. what

happens in practice, especially from the rural and
indigenous contexts
8
Conclusions
Closing remarks
1. We do not have the same
interests, capabilities, or
intelligences.
3. Different approaches based
2. Different ways of learning
on non-unitary visions of
intelligence.
4. Education: Same level of
importance for the different
intelligences.
5. Spaces for exploration of
6. Social inequalities
other intelligences in addition to
7. Colombian schooling:
the logical-verbal, mathematical.
Empowerment of and
respect for other
intelligences.
Thanks!

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