howard gardner's multiple intelligences 

Howard Gardner's Multiple Intelligence Theory was first published in Howard Gardner's book, Frames Of Mind (1983), and quickly became established as a classical model by which to understand and teach many aspects of human intelligence, learning style, personality and behaviour - in education and industry. Howard Gardner initially developed his ideas and theory on multiple intelligences as a contribution to psychology, however Gardner's theory was soon embraced by education, teaching and training communities, for whom the appeal was immediate and irresistible - a sure sign that Gardner had created a classic reference work and learning model.

Howard Gardner was born in Scranton, Pennsylvania USA in 1943 to German Jewish immigrant parents, and entered Harvard in 1961, where, after Gardner's shift from history into social relations (which included psychology, sociology, and anthropology) he met his early mentor Erik Erikson. Later Gardner was also influenced by psychologists Jeane Piaget, Jerome Bruner, and philosopher Nelson Goodman, with whom Gardner co-founded 'Project Zero' in 1967 (focusing on studies of artistic thought and creativity). Project Zero's 1970's 'Project on Human Potential', whose heady aim was to address 'the state of scientific knowledge concerning human potential and its realization', seems to have been the platform from which Gardner's multiple intelligences ideas grew, and were subsequently published in Gardner's Frames Of Mind 1983 book. A wonderful example of 'thinking big' if ever there was one.

At time I write this summary (Apr 2005) Howard Gardner is the John H and Elisabeth A Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education; he serves as adjunct Professor at Harvard University, Boston University School of Medicine, and remains senior director of Harvard Project Zero. Gardner has received honorary degrees from at least twenty foreign institutions, and has written over twenty highly regarded books on the human mind, learning and behaviour. How ironic then that Gardner, who has contributed so much to the understanding of people and behaviour, was born (according to his brief auto-biographical paper 'One Way To Make Social Scientist', 2003), cross-eyed, myopic, colour-blind and unable to recognise faces. There's hope for us all.

howard gardner's multiple intelligences theory

This simple grid diagram illustrates Howard Gardner's model of the seven Multiple Intelligences at a glance.

intelligence type	capability and perception
Linguistic	words and language
Logical-Mathematical	logic and numbers
Musical	music, sound, rhythm
Bodily-Kinesthetic	body movement control
Spatial-Visual	images and space
Interpersonal	other people's feelings
Intrapersonal	self-awareness

Gardner said that multiple intelligences were not limited to the original seven, and he has since considered the existence and definitions of other possible intelligences in his later work. Despite this, Gardner seems to have stopped short of adding to the seven (some might argue, with the exception of Naturalist Intelligence) with any clearly and fully detailed additional intelligence definitions. This is not because there are no more intelligences - it is because of the difficulty of adequately and satisfactorily defining them, since the additional intelligences are rather more complex than those already evidenced and defined.

Not surprisingly, commentators and theorists continually debate and interpret potential additions to the model, and this is why you might see more than seven intelligences listed in recent interpretations of Gardner's model. As mentioned above, Naturalist Intelligence seems most popularly considered worthy of inclusion of the potential additional 'Gardner' intelligences.

gardner's suggested possible additional intelligences

intelligence type	capability and perception
Naturalist	natural environment
Spiritual/Existential	religion and 'ultimate issues'
Moral	ethics, humanity, value of life

If you think about the items above it's easy to see why Gardner and his followers have found it quite difficult to augment the original seven intelligences. The original seven are relatively cut and dried; the seven intelligences are measurable, we know what they are, what they mean, and we can evidence or illustrate them. However the potential additional human capabilities, perceptions and attunements, are highly subjective and complex, and arguably contain many overlapping aspects. Also, the fact that these additional intelligences could be deemed a measure of good or bad poses extra questions as to their inclusion in what is otherwise a model which has hitherto made no such judgement (good or bad, that is - it's a long sentence...).

gardner's multiple intelligences - detail

The more detailed diagram below expands the detail for the original seven intelligences shown above, and also suggests ideas for applying the model and underpinning theories, so as to optimise learning and training, design accelerated learning methods, and to assess training and learning suitability and effectiveness.

	intelligence type	description	typical roles	related tasks, activities or tests	preferred learning style clues
1	Linguistic	words and language, written and spoken; retention, interpretation and explanation of ideas and information via language, understands relationship between communication and meaning	writers, lawyers, journalists, speakers, trainers, copy-writers, english teachers, poets, editors, linguists, translators, PR consultants, media consultants, TV and radio presenters, voice-over artistes	write a set of instructions; speak on a subject; edit a written piece or work; write a speech; commentate on an event; apply positive or negative 'spin' to a story	words and language
2	Logical-Mathematical	logical thinking, detecting patterns, scientific reasoning and deduction; analyse problems, perform mathematical calculations, understands relationship between cause and effect towards a tangible outcome or result	scientists, engineers, computer experts, accountants, statisticians, researchers, analysts, traders, bankers bookmakers, insurance brokers, negotiators, deal-makers, trouble-shooters, directors	perform a mental arithmetic calculation; create a process to measure something difficult; analyse how a machine works; create a process; devise a strategy to achieve an aim; assess the value of a business or a proposition	numbers and logic
3	Musical	musical ability, awareness, appreciation and use of sound; recognition of tonal and rhythmic patterns, understands relationship between sound and feeling	musicians, singers, composers, DJ's, music producers, piano tuners, acoustic engineers, entertainers, party-planners, environment and noise advisors, voice coaches	perform a musical piece; sing a song; review a musical work; coach someone to play a musical instrument; specify mood music for telephone systems and receptions	music, sounds, rhythm
4	Bodily-Kinesthetic	body movement control, manual dexterity, physical agility and balance; eye and body coordination	dancers, demonstrators, actors, athletes, divers, sports-people, soldiers, fire-fighters, PTI's, performance artistes; ergonomists, osteopaths, fishermen, drivers, crafts-people; gardeners, chefs, acupuncturists, healers, adventurers	juggle; demonstrate a sports technique; flip a beer-mat; create a mime to explain something; toss a pancake; fly a kite; coach workplace posture, assess work-station ergonomics	physical experience and movement, touch and feel
5	Spatial-Visual	visual and spatial perception; interpretation and creation of visual images; pictorial imagination and expression; understands relationship between images and meanings, and between space and effect	artists, designers, cartoonists, story-boarders, architects, photographers, sculptors, town-planners, visionaries, inventors, engineers, cosmetics and beauty consultants	design a costume; interpret a painting; create a room layout; create a corporate logo; design a building; pack a suitcase or the boot of a car	pictures, shapes, images, 3D space
6	Interpersonal	perception of other people's feelings; ability to relate to others; interpretation of behaviour and communications; understands the relationships between people and their situations, including other people	therapists, HR professionals, mediators, leaders, counsellors, politicians, eductors, sales-people, clergy, psychologists, teachers, doctors, healers, organisers, carers, advertising professionals, coaches and mentors; (there is clear association between this type of intelligence and what is now termed 'Emotional Intelligence' or EQ)	interpret moods from facial expressions; demonstrate feelings through body language; affect the feelings of others in a planned way; coach or counsel another person	human contact, communications, cooperation, teamwork
7	Intrapersonal	self-awareness, personal cognisance, personal objectivity, the capability to understand oneself, one's relationship to others and the world, and one's own need for, and reaction to change	arguably anyone (see note below) who is self-aware and involved in the process of changing personal thoughts, beliefs and behaviour in relation to their situation, other people, their purpose and aims - in this respect there is a similarity to Maslow's Self-Actualisation level, and again there is clear association between this type of intelligence and what is now termed 'Emotional Intelligence' or EQ	consider and decide one's own aims and personal changes required to achieve them (not necessarily reveal this to others); consider one's own 'Johari Window', and decide options for development; consider and decide one's own position in relation to the Emotional Intelligence model	self-reflection, self-discovery

Roles and intrapersonal intelligence: Given that a 'role' tends to imply external style/skills, engagement, etc., the intrapersonal ability is less liable to define or suggest a certain role or range of roles than any of the other characteristics. That said, there is a clear correlation between intrapersonal ability/potential and introverted non-judgemental roles/working styles. Intrapersonal capability might also be seen as the opposite of ego and self-projection. Self-awareness is a prerequisite for self-discipline and self-improvement. Intrapersonal capacity enables an emotionally mature ('grown-up') response to external and internal stimuli. The intrapersonal characteristic might therefore be found among (but most definitely not extending to all) counsellors, helpers, translators, teachers, actors, poets, writers, musicians, artists, and also any other role to which people can bring emotional maturity, which commonly manifests as adaptability, flexibility, facilitation, reflection, and other 'grown-up' behaviours. There are also associations between intrapersonal capacity and Erikson's 'generative' perspective, and to an extent Maslow's self-actualization, that is to say: both of these 'life-stages' surely demand a reasonably strong level of self-awareness, without which adapting one's personal life, outlook and responses to one's environment is not easy at all.