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Howard Gardner & Multiple Intelligences
Howard Gardner is a developmental psychologist and professor at the Harvard Graduate School of Education, best known for his theory of Multiple Intelligences (MI). First introduced in his 1983 book Frames of Mind, Gardner’s theory challenged the prevailing notion of intelligence as a single, general ability (often measured by IQ tests). Instead, he argued that humans possess a variety of distinct intelligences—each valuable, teachable, and worthy of recognition.
Originally, Gardner identified seven intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal. He later added naturalistic intelligence, and has speculated about others (such as existential or spiritual intelligence) while maintaining caution about how many should be formally recognized.
The core idea is both radical and intuitive: people learn and express understanding in many ways. A child who struggles with numbers might shine in rhythm or movement. A quiet observer might demonstrate deep intrapersonal insight that goes unrecognized by standardized metrics.
How It’s Understood (and Used)
Gardner’s work has had significant influence in progressive and child-centered education. Many early childhood educators use the language of multiple intelligences to plan for diverse learning experiences and to recognize children’s unique strengths beyond academic domains.
Some schools structure their environments or assessments around MI theory—offering opportunities for dance, drama, outdoor learning, and visual expression alongside reading and math. In Reggio-inspired programs, while MI is not directly cited, the spirit of honoring many "languages" of expression echoes this framework.
Critics of MI theory argue that it lacks empirical precision and overlaps with personality or learning style models. Gardner himself has pushed back against overly simplistic applications—he never intended MI to be a checklist or a typology. Instead, he encourages educators to use it as a lens: a way to see potential where others might only see deficit.
At its best, MI theory helps us resist narrow definitions of intelligence and creates space for a broader, more humane vision of learning.
How It Relates to My Approach
I don’t use Gardner’s model rigidly—but I deeply value what it opened up. Like the Reggio Emilia metaphor of the “hundred languages,” MI theory gives adults permission to notice and nurture the full range of children’s ways of knowing.
In my work, I don’t label children by intelligence type, but I offer materials, spaces, and time for different modes of expression: sound, image, gesture, construction, dialogue, quiet reflection. Gardner’s emphasis on diversity of mind echoes my own commitment to diverse forms of meaning-making, especially in play, nature, and collaborative inquiry.
Ultimately, Gardner’s work reminds me to ask: Whose intelligence are we honoring? And who is being left out?
References
- Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences
- Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century
- Gardner, H. (2006). “Five Minds for the Future.” Harvard Business Review Press
- Chen, J., Moran, S., & Gardner, H. (2009). Multiple Intelligences Around the World
- Armstrong, T. (2009). Multiple Intelligences in the Classroom
Glossary
- Multiple Intelligences (MI) – Gardner’s theory that humans possess many distinct forms of intelligence, each contributing to how we learn and express understanding.
- Interpersonal Intelligence – The ability to understand and relate well to others.
- Intrapersonal Intelligence – Self-awareness; the ability to understand one’s own emotions, motivations, and inner life.
- Naturalistic Intelligence – Sensitivity to patterns in nature and ability to classify, identify, and engage with the living world.
- Frames of Mind – Gardner’s foundational 1983 book that introduced the theory of multiple intelligences.
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