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The Multiple
Intelligences Theory
By Dr. Dany
Lousky
The multiple
intelligences theory
of the psychologist
and neurologist
Gardner (1996)
inspired a
revolution in the
perception of
intelligence. He
presented evidence
that human
intelligence is not
one intellective
index but a
combination of
intelligences. All
the characteristics
of intelligence have
a distinct place in
the mind and the
unique mechanisms of
information
processing and
expression influence
human understanding
of human ability to
live and function in
the world.
Gardner (1996) cast
doubt on the
validity of the
measurement of the
IQ and emphasized
the diversity that
characterizes human
abilities. Thus, he
extended the scope
of vision of human
potential to go
beyond the bounds of
the IQ. According to
Gardner (1996),
intelligence is the
person’s ability to
solve problems.
Problem solving
needs to lead to
products that can be
measured and
evaluated. Gardner
proposed to examine
how people cope with
different life
situations when he
emphasized the
multidimensionality
of human
intelligence, which
is expressed in many
dimensions of the
body mind system as
an entirety of the
ten intelligences or
distinct human
abilities. These
intelligences are
different from one
another and can
connect together in
everyday
functioning.
Gardner (1996) based
his theory on the
neuro-physiological
aspect. An infant
coming into the
world has a complex
and complicated
system of nerves
comprised of
neurons. These
neurons wait to be
woven jointly and
connected into an
active constellation
of thinking actions.
The active relation
among the neurons is
what gives the
system its traits,
meaning, and design.
The design of the
system eventually
determines who the
individual is and
what abilities he
has. The lack of
development of these
abilities is the
functional
degeneration of part
of the nervous
system. The neuro-physiologist
researches show that
the main relations
are conducted
through experience,
primarily in the
stages of early
childhood and
elementary school
(Gardner, 1996).
The dimensions of
intelligence
proposed by Gardner
are: lingual
intelligence,
logical-mathematical
intelligence,
spatial
intelligence,
musical
intelligence,
movement
intelligence,
interpersonal
intelligence,
intrapersonal
intelligence,
naturalistic
intelligence, moral
intelligence, and
survival
intelligence. Each
one of these
intelligences
appears in every
person, in some
‘dosage’, so that
people can be
intelligent in areas
such as music,
movement,
interpersonal
relations, and not
necessarily in the
lingual or
logical-mathematical
areas.
Every person has his
own unique profile
of intelligences,
which shapes his
personality, his
perceptions, and his
understanding of the
world and his
behaviors. This
profile is
fundamentally
hereditary, and the
tendency towards
intelligences is
evinced from an
early age, but the
continuation of a
person’s development
– or the delay in a
person’s development
– depends on
environmental
factors such as
access to resources
or experts who can
provide assistance
as well as on
historical,
cultural,
geographic, family,
or circumstantial
factors. In light of
the fact that
intelligences have a
neurobiological
basis, a person’s
constellation of
intelligences
changes constantly
during his life.
Gardner (1996)
maintains that it is
possible to improve
and develop every
intelligence with
the influence of the
environment, through
appropriate
stimulation and
training, and that
the effectiveness of
the intelligences
increases as the
level of motivation
rises.
Alternatively, the
development of the
intelligences is
delayed given the
lack of training and
stimulation.
Human abilities also
develop through the
neurological
connections and
electric currents in
the brain. The brain
cells, like the
intelligences, are
physical entities
that can be
developed using
different means and
they respond like
the muscles in the
body respond to
practice and
training (Gardner,
1996). Through
practice, it is
possible to develop
the nervous system
and the neurological
connections in the
mind and in the
entire body that are
required for
learning and for the
optimal and balanced
exploitation of the
potential of the 32
intelligences.
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