Multiple intelligences go beyond the traditional intelligence quotient (IQ) calculation, advocating for a broader and more pluralistic approach to intelligence.
While IQ primarily measures logical-mathematical and linguistic abilities through standardized tests, Gardner’s multiple intelligences theory argues that several independent intelligences exist that do not conform to conventional assessments.
Over time, they have become a fundamental concept in contemporary education and psychology.
To help you understand the diversity proposed by this theory and how it will allow you to personalize your educational proposals, in this article, we will explain Gardner’s multiple intelligences theory and its scope of application.
What is the multiple intelligences theory?
Howard Gardner’s multiple intelligences theory posits that intelligence is not a single, monolithic capacity but a set of interrelated autonomous abilities that human beings possess in varying degrees. This is why this theory is closely related to the personalization of teaching.
Thus, Gardner is critical of the traditional concept of intelligence, which he considers reductionist, arguing that intelligence cannot be measured with standardized instruments.
Theories preceding Gardner, such as Piaget’s or information processing theory, have essentially focused on logical or linguistic skills without considering biology, creativity, or even cultural diversity (where a culture may value certain achievements over others).
In response to these approaches, Gardner follows a symbolic systems approach in his research, based on philosophers like Susan Langer and Federic Northon. From this cognitive perspective, the communicative dexterity of human beings leads to the capacity for symbol creation, a factor that differentiates us from animals.
In short, Gardner does not focus on how much intelligence a person exhibits but how they do it. For this reason, intelligence can vary according to the cultural context. Explained another way, the definition of multiple intelligences is the ability to solve a problem or produce a product valued in at least one cultural context.
For example, if we get lost in the mountains without any technological resources, a local person who knows how to navigate by the position of the sun will show greater intelligence in solving the problem than a computer engineer.
However, that person who performed well in the mountains may be incapable of teaching a class on how to develop software or optimizing an IT infrastructure. You can extrapolate this example to any field of application.
Principles of Gardner’s multiple intelligences theory
To better understand what the American psychologist proposes, it is important to grasp how he articulates his theory. We have compiled some of its most relevant principles:
- All people have various intelligences but combine and use their capacities in a unique way.
- Some people may have certain intelligences highly developed, while others show basic or initial levels of those same intelligences.
- Generally, with the right support, training, and environment, almost all people can develop their intelligences.
- Context and practice are two determining factors in fostering cognitive capacities, more so than innate talent.
- Intelligences constantly interact in all types of professional or personal activities, from conflict resolution to playing cards.
- Intelligences can be analyzed separately to try and understand them better, although for correct evaluation, they must be applicable in real contexts.
- Intelligence can manifest in many ways and should not only be measured through standardized academic tests.
As you can see, this theory breaks with the idea of a single IQ, opening up a pluralistic approach to unleash human potential.
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Origin and foundations of the multiple intelligences theory
The multiple intelligences theory was conceived by Gardner within the framework of Project Zero, an academic project at Harvard University focused on studying how people learn and think to improve the teaching-learning experience.
The researcher developed the multiple intelligences theory in 1983, following in-depth research with all types of profiles (child prodigies, people with brain damage, experts in different fields, etc.) and diverse cultural approaches.
Furthermore, he integrated other disciplines such as neurobiology, psychology, anthropology, philosophy, and history.
The result of this work was his key book, Frames of Mind, where he argues that intelligence is a set of interconnected capacities that can be developed in the right environment. This approach defines intelligence as a set of capacities located in different areas of the brain that can be stimulated.
What is intelligence according to Gardner?
For Gardner, intelligence is a set of skills that interrelate and can be developed with adequate stimulation and based on the cultural context. Thus, Gardner invited us to rethink intelligence and recognize that every child has unique talents, proposing more diverse, inclusive, and practical educational strategies aimed at revealing human potential.
But, how to know what intelligence is? The criteria the researcher establishes to determine it are the following:
- It disappears or is altered by damage to a specific area of the brain. This indicates that it is an independent intelligence.
- It must have played a relevant role in the evolutionary history of our species.
- It must have associated basic, identifiable skills.
- It can be expressed through symbol systems such as music, operations, letters, etc.
- People with surprising abilities in specific areas show how far an intelligence can reach.
- It is supported by studies and evaluations that allow for the objective measurement of specific capacities.
These criteria served as the scientific basis that Gardner used to differentiate intelligence from a specific talent or skill.
What are the 8 multiple intelligences according to Gardner?
In 1983, Gardner had identified 7 intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal. Subsequently, as a result of his research, he added naturalistic intelligence. Let’s look in detail at the characteristics of each one.
Linguistic-verbal intelligence
This refers to the use of language in all its dimensions: correct use of words based on their phonetics and meaning, adaptation of language to different registers, adequate syntactic development, exploration and understanding of the symbolic dimension, etc.
It includes skills such as oral and written comprehension and expression, making it typical of writers (novelists, poets, and essayists), journalists, comedians, lecturers, etc.
Logical-mathematical intelligence
In this case, it focuses on the ability to manage chains of reasoning, identify patterns, and perform calculations through skills such as organization, logic, analysis, and problem-solving.
For this reason, this type of intelligence is highly developed in profiles such as engineers, scientists, lawyers, judges, programmers, financial and data analysts, detectives, critics, and thinkers, etc.
Spatial-visual intelligence
This centers on the capacity to interpret visual and spatial images, imagine, represent, and project objects from different perspectives. The skills in this case involve visual perception and the mental manipulation of objects in space, as well as the ability to imagine and transform those images in different contexts.
People with this type of intelligence can create mental models to solve problems related to space and forms. This is the case for architects, engineers, designers, advertisers, photographers, artistic painters, content creators, surgeons, tour guides, etc.
Bodily-kinesthetic intelligence
According to Gardner, this is the capacity to use one’s own body with precision, control movements, and skillfully handle objects. We could also talk about “solving problems with the body.”
This intelligence involves skills in coordination, balance, strength, flexibility, bodily expression, and speed, inextricably uniting body and mind.
In this category, you can find athletes and sportspeople, actors, dancers, choreographers, mechanics, artisans and sculptors, physiotherapists, trainers, etc. Architects and engineers also need to have this capacity related to bodily perception in space, as they must appropriately dimension spaces for their users.
Musical intelligence
This intelligence is related to the ability to express musical forms, but also to perceive, discriminate, and transform them, as well as knowing how to manage aspects of music such as harmony, melody, and tone.
Professionals who possess these skills are composers, singers, orchestra conductors, music producers, sound engineers, choreographers, music teachers, music therapists, musicians, etc.
Interpersonal intelligence
Interpersonal intelligence is based on recognizing, connecting with, and working with other individuals or groups of people. Those who develop it possess interpersonal skills such as empathy, emotional understanding, active listening, and social sensitivity.
Because of all this, they are skillful profiles for conflict mediation, social organization, or the capacity to motivate others and create bonds. It is common in professionals such as psychologists, therapists, teachers, social workers, communicators, professors, or team leaders and managers.
Intrapersonal intelligence
This is the capacity to know oneself, to understand and work with one’s own emotions and feelings, manage motivations, etc. In this context, the required skills are self-control, self-assessment, and self-knowledge, which allow one to detect strengths and weaknesses, set personal goals, and act in coherence with one’s own essence.
In addition to psychologists and therapists, profiles such as writers, artists, philosophers, counselors, humanistic researchers, and educators must possess these types of skills.
Naturalistic intelligence
Naturalistic intelligence is based on a sensitivity toward nature and the environment, encompassing all the necessary skills to recognize flora and fauna, observe, and classify plants, animals, atmospheric phenomena, and ecosystems.
Skills such as curiosity and observation, the ability to formulate hypotheses and recognize natural patterns, and concern for ecological balance are usually common in these profiles. Biologists, botanists, ecologists, meteorologists, naturalists, among other representatives of the scientific community, usually possess this kind of intelligence.
In addition to these 8 intelligences, Gardner is currently researching two new intelligences, as documented by Núria Gamandé in her work on Gardner’s multiple intelligences theory:
- Moral intelligence. This is articulated around the capacity to discern between good and evil, and act according to ethical principles and values. It involves the sense of justice, for example. It is relevant in professional profiles such as social workers, social responsibility consultants, philosophers, judges, lawyers, and diplomats.
- Existential or spiritual intelligence. This is defined as the capacity to reflect on the meaning of existence, the transcendence of the human being, and the search for inner meaning. Associated skills include, among others, the tendency to act based on ethical values, compassion, elevated self-awareness, etc. Theologians, spiritual and community leaders, philosophers, spiritual guides and counselors, artists, among others, fall into this classification.
In H. Gardner’s multiple intelligences theory, each intelligence reflects a unique way of understanding and acting in the world through its own mechanisms and biological structures.
Educational and pedagogical applications of multiple intelligences in the classroom
As we have been commenting, the different intelligences proposed by Gardner are not based solely on linguistic or logical-mathematical aspects but encompass other areas that also need to be developed in the classroom.
In this sense, new pedagogical models value and stimulate diverse and meaningful experiences that help develop skills present in the 8 intelligences we have just reviewed. Below are some examples you can use to work on each of them:
- Linguistic-verbal: writing book summaries, giving dissertations, imagining stories.
- Logical-mathematical: interpreting statistical data, solving math problems, testing hypotheses with simple experiments.
- Spatial-visual: drawing, creating mind maps about a studied topic, solving puzzles.
- Bodily-kinesthetic: performing dramatizations and role-playing, bodily expression exercises, proposing theater plays.
- Musical: singing songs related to the study, creating melodies to explain concepts, analyzing musical structures to understand patterns.
- Interpersonal: working in teams, conducting interviews among classmates, proposing guided debates on relevant topics.
- Intrapersonal: writing a personal diary reflecting on one’s own learning (or other metacognitive techniques), practicing mindfulness to increase self-awareness.
- Naturalistic: observing and classifying animals on a field trip, cooking recipes from different cultures with natural ingredients, conducting experiments.
In this type of approach, the teacher’s role is of utmost importance, as they must act as a guide, facilitating activities and strategies so that students can use their intelligences in their learning process.
Along these lines, the active methodologies are the protagonists, such as project-based learning, cooperative learning, flipped classroom, or learning corners or stations.
It is also important to work on a Universal Design for Learning (UDL) from a flexible curricular approach that responds to the specific needs of the students.
In any case, the educational methodology based on multiple intelligences helps create more inclusive classrooms, thanks to more personalized, relevant, and effective learning.
Identifying multiple intelligences in students: assessment and diagnosis
Identifying multiple intelligences does not involve applying standardized tests but observing students in action, how they face real situations. This perspective allows for the discovery of hidden talents and observing where efforts should be focused to enhance their development.
The multiple palettes as a resource for boosting intelligences in class
One of the tools you can use is the multiple palettes methodology. It allows for the planning and visualization of educational activities so that each one is linked to a type of intelligence, as if it were a painter’s palette.
To create it, the main objective or content you are going to work on should be placed in the center, and around it, activities for each of the 8 intelligences we saw a few lines ago are built. Thanks to this approach, you will be able to foster global, creative, and personalized learning, also adapting it to the particularities of each person.
One of its great advantages is that it allows for the incorporation of both Information and Communication Technologies (ICT) and Learning and Knowledge Technologies (LKT) into the classroom.
How does Gardner value creativity?
For Gardner, creativity is the capacity to generate novel ideas or products, but it is not just about inventing something; it is about proposing new problems or approaches over time. In the previously mentioned book, this researcher proposes a structure based on 3 levels to understand creativity:
- The person who has a unique profile of skills.
- The discipline that has its own symbolic systems.
- The environment, which, thanks to teachers and experts, values or questions creativity.
Thus, this skill is the result of the dynamic interaction between these levels, so, as you can see, it is a complex and collective process. These characteristics are the basis for simultaneous cultural and personal advancement, in the sense that individual innovation is nourished by the context to progress.
Benefits and limitations of the multiple intelligences model
The use of this model promotes inclusive, motivating, and empathetic educational environments where students feel valued, respected, and capable of contributing. Among its key benefits, you can find:
- Increased student motivation and self-esteem.
- Improved attention to diversity with learning pathways adapted to different cognitive styles.
- Fostering meaningful learning, which enhances long-term information retention and classroom engagement.
- Development of transversal skills such as creativity, collaboration, or critical thinking.
- Promotion of educational innovation through methodologies like gamification.
- Promotion of flexible assessments, using evaluative rubrics and self-assessments that reflect real learning.
In light of all these advantages, it should be noted that the implementation of this model involves challenges such as the dedication of more time, a flexible system, and a cultural change in teaching focused on developing people’s potential.
Regarding assessments, proctoring tools, such as those developed by Smowltech, align with Gardner’s philosophy, as they promote a more inclusive and personalized evaluation, where the authenticity of learning and the diversity of students’ capacities are central.
The SMOWL proctoring plans not only guarantee academic integrity but can also become a great ally for observing and understanding different learning styles and adapting the evaluation to each need.
If you want to discover how we balance technology with human focus, request a free demo. This way, we can explain, for example, how important the balance between the use of artificial intelligence and the respect for student privacy and equity is to us.
Future perspectives of the Gardner model
The future of Gardner’s multiple intelligences model is shaping up as a convergence between education, ethics, and technology. In a recent interview, Gardner recognized that the emergence of artificial intelligence is redefining the way we understand and cultivate human capacities.
In this new scenario, where the researcher predicts that classrooms will be unrecognizable by 2050, teachers will accompany their students in personalized learning processes, relying on advanced digital tools.
As Gisela Ernst-Slavit points out in her article Education for all: Gardner’s Theory of Multiple Intelligences published in Revista de Psicología de la PUCP (Vol. XIX, 2, 2001), the role of the teacher and educational organizations is to recognize and enhance the talents of each student for a comprehensive and socially productive development.
In any case, one of the key factors in the validity of the multiple intelligences theory is that advances in neuroeducation and cognitive sciences can be integrated with a strong ethical commitment that respects diversity and the moral and emotional dimension of learning.
Resources for further information
If you wish to delve deeper into multiple intelligences, we propose two books that may be useful to you:Intelligence Reframed and Creating Minds by Howard Gardner, which will help you deepen your understanding of the evolution of his interdisciplinary cognitive model.
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