Intelligence is hard to define and quantify like any other abstract notion. Identifying the person’s educational level or even skill and knowledge in one field is relatively easier. However, intelligence is more abstract and measures the understanding of new knowledge and applying it to the environment. Gardner tries to explain and define intelligence in his theory of multiple intelligence. Gardner believes people are not born with intelligence and develop its various forms over time. According to Gardner, these numerous forms are linguistic, logical and mathematical, interpersonal, spatial, bodily-kinesthetic, musical, intrapersonal, and naturalist (Alsalhi, 2020). He even anticipates that spiritual, existential, and moral forms of intelligence are possible.
Gardner’s definition challenges the previous tradition of evaluating intelligence based on the educational level. Gardner claims that the educational system and society generally value linguistic, logical, and mathematical intelligence relatively higher than any other type (Ferrero, 2021). This effect leads to misjudging the levels of intelligence in the individuals who possess different, less valued types of intelligence. This focus on linguistic, logical, and mathematical intelligence disadvantages other students who developed various types of intelligence. According to Abenti (2020), this phenomenon requires an individualistic approach to teaching and learning, which accounts for students’ unique needs and abilities. This new teaching approach contrasts the traditional “one-size-fits-all” approach to education.
Gardner’s definition of intelligence changed my outlook on my abilities and that of other people. I used to be always uncertain about my intelligence based on my past academic experiences. However, now, I recognize different sides of my intelligence and skills, I must prioritize and develop alongside my academic prowess. Moreover, I realize my past misjudgment of the intelligence levels of other people. Thus, as a future member of the academic community, I must integrate the implications of Gardener’s theory of multiple intelligence into my toolkit: from how I judge others to how I guide them.
References
Abenti, H. F. (2020). How do I teach you? An examination of multiple intelligences and the impact on communication in the classroom.Language & Communication, 73, 29-33.
Alsalhi, N. R. I. (2020). The representation of multiple intelligences in the science textbook and the extent of awareness of science teachers at the intermediate stage of this theory.Thinking Skills and Creativity, 38, 100706.
Ferrero, M., Vadillo, M. A., & León, S. P. (2021). A valid evaluation of the theory of multiple intelligences is not yet possible: Problems of methodological quality for intervention studies. Intelligence, 88, 101566.