The theory of Multiple Intelligences was put forth by Howard Gardner in his groundbreaking book Frames of Mind. This book took a new look at the way humans process, retrieve and use information and developed new ways of thinking about the human capacity to learn and interact in the world. Since Frames of Mind was published in 1983, there have been countless interpretations, applications and modifications to Gardner's original theory. In 1999 Gardner wrote anther book, Intelligence Reframed, Multiple Intelligences for the 21st Century to provide an opportunity to reflect on the impact and changes that have happened as a result of his earlier work.
Originally Gardner defined an intelligence as "the ability to solve problems or to create products that are valued within one or more cultural settings."Since that time more brain research has been done and Gardner has refined his definition of intelligences. It is now stated as a "biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture." This change is important because he has added the words biopsychological potential to the definition. This implies that everyone has the basic potential for many intelligences, even those that are not valued in a particular culture. Personal choices, educators, families and other environmental factors can stimulate the potential development of an intelligence. Gardner has used specific criteria to classify different intelligences.
Gardner has identified eight different intelligences. The different intelligences and their basic characteristics are as follows:
Musical:
skill in performance, composition and appreciation of music and musical qualities. Parallel to linguistic but more than just a talent. This intelligence also includes a heightened response to intonation and rhythm of someone's voice. This can greatly impact the reception of a story or sermon.
Bodily-Kinesthetic:
uses the body to solve problems and create products; athletes, dancers, crafts-persons, technical/mechanical professions. Oftentimes people with this intelligence prefer to have someone show them the activity first or have literal hands on training. These people are also very perceptive about body language and physical relationships.
Visual/Spatial:
the potential to recognize and manipulate the patters of wide space, as well as patterns of confined areas. These people remember the way a room looks and feels including color, design and arrangement. Environment can play an important part in learning for people with a strong visual/spatial intelligence.
Logical/Mathematical:
capacity to analyze problems logically, do mathematical computations, investigate issues scientifically. These people like to organize things and work at breaking down a situation to its many different components. They are often very good at restating information in a very organized fashion even when the original material was not highly organized.
Intrapersonal:
the capacity to understand oneself and to have an effective working model of oneself, including one's own desires, fears, and capacities and to use such information effectively in regulating ones life. Prayer and meditation are ways that can encourage the development of the intrapersonal intelligence. People who have a strong intrapersonal intelligence seem to just know how to pray. Other people may need very concrete steps on how to enhance this intelligence.
Interpersonal:
the capacity to understand the intentions, motivations, and desires of other people, and consequently, to work effectively with others. These are the "People People." They enjoy being with others and are receptive to the differences and similarities between people. They are both good talkers and good listeners. For many youth this is a very important intelligence.
Verbal/Linguistic:
sensitivity to spoken and written language, capacity to learn language (multiple) and use language to meet a certain goal. These people enjoy word games and plays on words, the power of poetic expressions and diverse vocabulary. They are usually good speakers and writers. They wield language as a tool instead of a necessity.
There are three additional intelligences that are being considered at this time. They are as follows:
Naturalist:
demonstrates expertise in the recognition and classification of flora and fauna of his or her environment. This seems to be an important intelligence in many younger people. These are the people who know every dinosaur by name, learn the relationships of the prehistoric times and wonder about the order of things in nature.
Spiritual:
potential to engage in thinking about cosmic issues, which might be motivated by pain, powerful personal or aesthetic experiences, or life in a community that highlights spiritual thinking and experience. One would think that all people of faith had high spiritual intelligence but - well, we know they don't. A high spiritual intelligence might be realized by entering a holy order, wrestling with theology and mystic aspects of life.
Existential intelligence:
the capacity to locate oneself with respect to the furthest reaches of the cosmos; the infinite and the infinitesimal, and the related capacity to locate oneself with respect to such existential features of the human condition as the significance of life, the meaning of death, the ultimate fate of the physical and the psychological worlds, and such profound experiences as love of another person or total immersion in a work of art. People with this intelligence are philosophers and wonderers. They question everything they encounter. Some might say this is especially true of 15 year olds!
People have all the different intelligences, some intelligences are more pronounced than others but all can be strengthened. If we consider this seriously we can understand that in order to ensure retention and integration of a fact or concept we should strive to provide the maximum opportunities to interact with the fact or concept.
The implications for Christian Education
If a particular Bible or faith story is being shared with learners it is best to involve as many intelligences as possible. It is important to note that no one intelligence functions independent of all the others. There is definitely an overlap of intelligences. For example when we sing hymns, both the musical and verbal/linguistic intelligences are employed. Curriculum has endeavored to provide a wide variety of options for teachers. The difficulty is that a teacher has a particular strength and will teach from that strength with the greatest comfort and conviction. When they attempt to teach from intelligences that are not as highly developed they struggle and the presentation of the material is not as effective.
From a student's perspective they have a great year when their intelligence and the teacher's intelligence are well matched. They may have a less than memorable year if their strong intelligence and the teacher's strong intelligence are not alike. Intelligences can be developed and it is good to have both teachers and students step out of their comfort zones and work in areas that are not particularly comfortable. Lingering on a particular bible story or faith lesson may be helpful so that the learner might experience the story with several different intelligences therefore increasing the odds that the material will be retained and integrated into their life choices.
Teachers are encouraged to teach from their strength as always, but with a new understanding of the way their class may respond to this strength. Understanding multiple intelligences opens up ways to invite people to participate in the Christian Education programs. As many people as possible need to be involved in educational programs so that the stories of faith are connected to the many ways we learn. The scriptures are full of references to the many different ways people have encountered God and explored their faith. Take a look at the different intelligences and see some of the scriptures that can be connected to them.
Verbal/Linguistic: Exodus 27:4
Kinesthetic: Psalms 149:3
Intrapersonal: Mark 1:35
Interpersonal: Corinthians 12:12
Musical: Psalm 150:3-6
Spatial/ Visual: Genesis 9:16-17
Mathematical: Genesis 15:5
Bibliography
Gardner, Howard. Art, Mind and Brain, A Cognitive Approach to Creativity. New York: Basic Books, 1982.
Gardner, Howard. Frames of Mind, The Theory of Multiple Intelligences. New York: Basic Books, 1983.
Gardner, Howard. Multiple Intelligences, The Theory in Practice. New York: Basic Books, 1993.
Gardner, Howard. Intelligence Reframed, Multiple Intelligences for the 21st Century. New York, NY: Basic Books, 1999.
Armstrong, Thomas. Multiple Intelligences. ASCD, 1994
