Intelligence: The Various Ways by Which People Learn
http://www.sciencedaily.com/releases
Aimee Haderlie
Brother Brugger
English 252
June 6, 2011
Haderlie 1
Intelligence: The Various Ways by Which People Learn
Sitting on the floor of the basement is Jordon, an eight year old, taking apart any kind of
electronic device he can get his hands on. Jordon loves mechanical things. As he grows older, his
love for hands on, mechanical devices only increases. Jordon is 18, now and he can drive
anything he can get behind the wheel of and can pull apart and put back together just about
everything. Now let’s take Jordon away from his hands on, mechanical toys and put him behind
a desk. Jordon begins to fail everything. His teachers think he is stupid. They tell him he needs to
work harder, study longer, and sit still. Jordon continues the same, never really progressing.
Finally, he is taken out of school and is from thence forth taught at home.
Before one can analyze the reason Jordon is not doing well in school, one might want to
learn that there are many different intelligence theories—ways to learn. The one that will be
examined in this paper is known as the Multiple Intelligence Theory. Throughout this paper I
will examine the nine intelligences that Howard Gardner, a developmental psychologist and a
professor at Harvard University, believes are the most basic. Keep in mind that these
intelligences are not all inclusive; there are many ways to learn which will not be covered in this
paper. Howard Gardner stated in his book Frames of the Mind, concerning intelligence,
“Certainly in no case does there exist a view of intelligence which incorporates the range of
abilities I have just surveyed” (5). Gardner was a firm believer that there is no possible way to
know all the intelligences there are in the world, and that would possibly explain why over the
years he has added two more intelligences to his list.
To begin, a person might look back to where intelligence has been for many years; IQ
testing (Intelligence Quotient) was the form of intelligence testing, and it still is for many people.
Still, to this day, how many times does a person get asked, “What is your IQ score?”(Gardner,
Haderlie 2
“Multiple” 3-6). It still happens today. To illustrate, I have an aunt who is a firm believer in testtaking. She believes that a test can show you everything you need to know about a student’s
intelligence level; these tests that she believes in are similar to the IQ test. All over the nation
students are asked to take placement tests, or aptitude tests, to measure not only where they are
in school but where they should be. Although many schools are doing this kind of testing,
Gardner does not believe that it is the most effective way to test the intelligence of a person. “I
believe that we should get away altogether from tests and correlations among tests, and look
instead at more naturalistic sources of information about how peoples around the world develop
skills important to their ways of life” (Gardner, “Theory” 7).The only problem is these tests are
geared towards a specific kind of learning and, therefore, are not an accurate representation of a
student’s true skill and understanding. Testing is done in a way, and so is much of teaching, that
students are unable to learn in an environment that is conducive to their needs. Jordon, for
example, is a young man who is completely capable in many ways; however, he does not thrive
in an environment that is strictly desk sitting. He needs a place to learn that allows him to not
only use his mind, but his hands as well. In an article by Perry Klein, an educational psychologist
and author quotes: “Students prefer to learn through different perceptual channels, and that by
matching instruction to these preferences teachers can maximize learning” (qtd. in Perry 5).
“The prime author and mover of the universe is intelligence. Therefore, the final cause of
the universe must be the good of the intelligence and that is truth…Of all pursuits the pursuit of
wisdom is the most perfect” (Gardner, “Frames” 6). Knowledge is what Gardner believes moves
the universe. Gardner has some fascinating ideas; however, not everyone agrees with his ideals
about knowledge and education. The biggest thing is the multiple intelligence theory. The world
has yet to swallow it whole. The academic and scientific world does not believe it completely.
Haderlie 3
Although, many educators believe it has much truth. It is hard to prove something like the MI
theory because it is hard to validate. This is a theory that is fairly new to the world of education;
therefore, it will take time to completely determine its validity. The MI theory consists now of
nine different intelligences (Woolfolk 141). What is the Multiple Intelligence theory? This
theory is the idea that there are many different types of intelligences and many different ways in
which people learn. “I want to underscore that the notion of multiple intelligences is hardly a
proven scientific fact: it is, at most, an idea that has recently regained the right to be discussed
seriously” (Gardner, “Frames” 11).
Logical-Mathematical:
“Sensitivity to, and capacity to discern, logical or numerical patterns and ability to handle
long chains of reasoning.” “These students follow teachers well. They can pick up on the logical
way that teachers do things. They also are able to think and analyze quickly.” Students who are
Logical Mathematical are those who are generally very good with math equations and numbers.
When they understand the concepts, they have “the ability to use mathematical concepts to make
conjectures, establish proofs, and apply mathematics and data to construct arguments.” People
who are Logical Mathematical are people who are computer programmers, scientists, and
quantitative problem solvers. For example, take Jason, he is a young man who just graduated
from high school. Ever since he was young, he enjoyed doing math and was very good at it.
Most of his friends could not understand why; however, that didn’t stop Jason. From an early
age, Jason was capable of doing complex math equations and he was doing calculus as a
sophomore in high school. He likes to play computer games and program things in his spare
time. Jason is what some might call Logical-Mathematical. Not all people with Logical–
Mathematical intelligence are exactly like Jason, but he is a good example.
Haderlie 4
Linguistic:
Linguistic intelligence is the “sensitivity to the sounds, rhythms, and meanings of words;
sensitivity to the different functions of language.” Students who are Linguistic are “very good at
explaining and using words. They are often good story tellers and joke tellers.” They memorize
easily and can be found in writing, law, translation, language, journalism etc. They have auditory
skills. I have an uncle who I would categorize under the Linguistic category. He works for the
government, however, he is very witty. He always has good come backs, and he is a talented
writer. I would say though that he has not always been this way. This is something he has
become very good at over time. This brings up an interesting point. The intelligence theory does
not say that people are born a certain way. In fact, many of the different intelligences may be
“innate,” but many of them may be cultivated over time. Gardner never states that there are only
a certain number of intelligences which allows room for more possibilities (Gardner, “Reframed”
47-66).
Musical:
“Abilities to produce and appreciate rhythm, pitch, and timbre; appreciation of the forms
of musical expressiveness.” Example of musical intelligence: “Autistic children who can play a
musical instrument beautifully but who cannot otherwise communicate underscore the
independence of musical intelligence” (Gardner, “Multiple” 9). People or students who are
musical are capable of really neat things. They can use music in many areas. “They respond
emotionally to music, they use music to meet their needs; they also have the ability to develop
musical technique.” To illustrate this I want to describe to you a young man named Derek. Derek
is a very, very talented musician. Ever since he was little he had the ability to play the piano very
well. He can play most things by ear, and he also sings and plays the guitar, which he taught
Haderlie 5
himself. Derek thinks very musically. He always notices the strings in the background of a song
when most people are listening to the lyrics. Even now, in his later twenties, you can find Derek,
in his spare time, writing or composing a song. Derek learns and understands things in a variety
of ways, but one of the strongest is Musical.
Spatial:
“Capacities to perceive the visual-spatial world accurately and to perform transformations
on one’s initial perceptions.” “Spatial intelligence gives a person the ability to manipulate and
create mental images in order to solve problems.” People who are spetial create mental pictures
to help them learn. They do well with puzzles and mazes and they are often talented artists. An
example of this can be found in Gardner’s book Multiple Intelligences: Theory in Practice:
Navigation around the Caroline Islands in the South Seas is accomplished without
instruments. The position of the stars, as viewed from various islands, the weather
patterns, and water color are the only sign posts. . . . During the actual trip the
navigator must envision mentally a reference island as it passes under a particular
star and from that he computes the number of segments completed. . . the
navigator cannot see the islands as he sails along; instead he maps their locations
in his mental “picture” of the journey. (21)
Here one can see the important of a skill like this one. If this person was not
special it would be much more difficult to navigate and it would much harder to be in that
kind of profession.
Bodily Kinesthetic:
This intelligence to control one’s body movements and to handle objects skillfully.”
These people have very fine motor skills; they understand the world through their bodies. Their
Haderlie 6
careers often include being: dancers, athletes, plumbers, surgeons, sculptors etc.” People who are
bodily kinesthetic are very active and they have to ability to act and critique movements of the
body very well. They understand how it works and how it moves, or at least the ability to
understand.
In the classroom, children that are bodily kinesthetic need to keep their hands busy. They
need activities that will keep them moving. As an example of bodily kinesthetic intelligence, one
can look at Babe Ruth: “I felt a strange relationship between myself and that pitcher’s mound. I
felt, somehow, as if I had been born out there and that this was a kind of home for me” (Gardner,
“Multiple” 9). The dominance for body movement is generally found in the left hemisphere.
Bodily kinesthetic is different than simply learning better because a person can act it out and use
movement and action, it is more that he or she thinks in a moving reacting way. They are often
very talented in sports and other physical activities because they just get it.
Interpersonal:
People with Interpersonal intelligences are those with “capacities to discern and respond
appropriately to the moods, temperaments, motivations, and desires of other people.” People who
have interpersonal skills are often found to be teachers, skilled parents, counselors, salesman,
religious leaders, and politicians. This kind of learning happens best when students work
together in groups or on projects. People who are interpersonal are very good at communicating.
They like to spend time around people. They thrive off of communication with others. A person
with interpersonal intelligence has the ability to read people’s moods and emotions. They have a
better feeling for people’s desires and intentions (Gardner, “Theory” 23). When thinking about
Interpersonal it might be easy to think of people or maybe even oneself, and say, “Well I am
really good with people.” However, a person who has interpersonal intelligence is one who not
Haderlie 7
only communicates, but they read and understand others well. In the Multiple Intelligences:
Theory in Practice, Gardner relates the story of Helen Keller. Annie, the one who teaches Helen,
does not give in. She knows what is best for Helen and she finds this out by paying close
attention to her actions and mannerisms. Helen is able to learn from Annie because she does not
give in to Helen and her tantrums, but she teaches her with love (23).
Intrapersonal:
Intrapersonal intelligences have access to one’s own feelings and the ability to
discriminate among them and draw on them to guide behavior; knowledge of one’s own
strengths, weaknesses, desires, and intelligence. A person who is intrapersonal is able to take
certain personal circumstances and really look at them deeply. Consequently, he or she is unable
to express him or herself very well and relies heavily on other intelligences as forms of
expression (Gardner, “Theory” 25). This particular intelligence is very interesting. To illustrate,
here is a story about “Sally.”
Sally is a student attending 4th grade. She loves to read and write and she is very “smart.”
However, most of the students in her class don’t think she is very intelligent. The reason being is
Sally likes to do things on her own. She works better when working on individual projects and
she is very good at evaluating herself. She does much better on her assignments when they are
those that don’t include group work.
Naturalist:
This is the Ability to recognize plants and animals, to make distinctions in the natural
world, to understand systems and define categories-(perhaps even categories of intelligence.)
These kinds of people often show an interest and expertise in plants and animals. They
understand the delicate balance of life and the world. Teachers would do well to have their
Haderlie 8
students that learn naturalistically, do things like observing nature, gathering specimen, taking
hikes learning about bugs and animals. They learn best when they can connect what they are
learning to the outside world; when they can see things through natures eyes. An example of this
would be in the movie August Rush. Although when people think of his intelligences they might
automatically assume musical. However, Naturalistic is also in there. In the beginning of the
movie it shows August listening to the sound of the wheat and then the streets and all the sounds
of nature around him. He is very musical and he hears music all around him, but he hears much
of it through nature.
Existentialist:
Existentialist intelligences have the “ability to contemplate phenomena or questions beyond
sensory data, such as the infinite and infinitesimal. Careers or callings which suit those with this
intelligence include: shamans, priests, mathematicians, physicists, scientists, cosmologists and
philosophers” (Wikipedia par. 1). Those who have existential intelligence are people who think
beyond human existence and understanding. They seem to have a sense for greater things.
Philosophers are thought to be existential thinkers. People like Decartes, Kant, Aristotle, Hegel
and many more (Woolfolk 142, Nolen 15-19, Gardner, “Theory” 13-34).
Implications in Educations
Now that the 9 intelligences have been explained it is important to look at why they are
important in education. Multiple intelligences require teachers to alter or change their teaching
strategies. Gardner in his book, Multiple Intelligences: The Theory in Practice, discusses the
implications of the MI theory in education. He relates how important it is that people do not
simply teach to one kind of learning. There are many ways to teach and by teaching to LogicalMathematical learners exclusively many children get left out of the learning equation. He also
Haderlie 9
talks about assessment and the importance of assessing learning; however, he does not mean by a
test. “We believe that it is essential to depart from standardized testing. We also believe that
standardized pencil-and-paper short-answer testes sample only a small proportion of intellectual
abilities and often reward a certain kind of decontextualized facility.” He goes on to explain that
teachers should assess problem solving skills rather than a particular type of knowledge
(Gardner, “Theories” 31). In another book by Gardner he explains what is really needed in
schools in order for students to develop:
What is needed is the creation of a climate in which students come naturally to
link their intuitive ways of knowing with scholastic and disciplinary forms of
knowing. Needed as well is an educational milieu in which they use the resultant
integrated knowledge to illuminate new problems and puzzles with which they are
presented or which they happened upon themselves (Gardner, “Unschooled” 258).
To further explain the affects of the MI theory, here is an experiment that was done at the
Middle East Technical University in Turkey, on fourth graders; their ages were between 9 and
10. There were two classes of about 35 students. One class was given lessons based off of the MI
theory and the control group was given instruction based off of the Traditionally Designed
Science instruction. What they found was that the multiple intelligence theory was true. They
performed two tests a pre-test and then another test after they had taught the children in a variety
of ways. What they found was there was “no statistically significant difference between the
groups was found in terms of understanding of diversity of living things concepts.” They did find
that the students that were taught with the MI theory in mind did much better than the students
that learned more traditionally. Some were more Mathematical-logical and some more
intrapersonal. The most common of the intelligences was Mathematical-Logical (Özdemir et al.
Haderlie 10
74). “Only if we expand and reformulate our view of what counts as human intellect, will we be
able to devise more appropriate ways of assessing it and more effective ways of educating it”
(Gardner, “Frames” 4). Find ways to teach that make sense. Teach what works not what
everyone else thinks is working.
Conclusion
“I believe that we will not be able to improve our educational system materially in the
next decade; fulfilling that assignment will take several decades” (Gardner, “Unschooled” 258).
Changing the way teachers teach and more importantly how they think will take time. If this
theory has merit, which many believe it does, it will be important for teachers to realize that
people learn in different ways and therefore they need to be taught in different ways. To quote
Marcia McManus, an Education teacher from Brigham Young University- Idaho, during a
personal interview, she said that this theory “changed her life.” When asked what convinced her
of its merit she talked about how she knew there must be something that incorporated many
different types of learning. It does not make sense to have only one type of learning and yet so
many personalities. McManus believes that today we are stuck in a paradigm of learning, and
teaching, and it is time we escape. Throughout the last few decades education has become on the
minds of many; however, people need to realize to an even greater extent how important it is that
there are many ways to learn things. Just as what has been shown through the Turkish study as
well as with the many anecdotes, one can see that there cannot be only one right way to learn
something, however, there are wrong ways and those are the ones that should be avoided.
Works Cited
Haderlie 11
Educational Leadership: Teaching for multiple Intelligences
Nolen, Jennifer L. "MULTIPLE INTELLIGENCES IN THE CLASSROOM." Education
124.1 (2003): 115-119. Academic Search Premier. EBSCO. Web. 7 May 2011.
Klein, Perry D. "Rethinking the multiplicity of cognitive resources and curricular
representations:alternatives to 'learning styles'and 'multiple intelligences '." Journal of
Curriculum Studies 35.1 (2003): 45. Academic Search Premier. EBSCO. Web. 7 May
2011.
Özdemir, Pınar, Sibel Güneysu, and Ceren Tekkaya. "Enhancing learning through multiple
intelligences." Journal of Biological Education 40.2 (2006): 74-78. Academic Search
Premier. EBSCO. Web. 24 May 2011.
Gardner, Howard. Frames of the Mind. New York: Basic Books, Inc.1983. Print
---. Intelligence Reframed. New York: Basic Books, Inc.1999. Print
---. Multiple Intelligences: The Theory in Practice. New York: Basic Books, Inc.1993. Print
---. Multiple Intelligences. New York: Basic Books, Inc.2006. Print
---. The Unschooled Mind. New York: Basic Books, Inc.2004. Print
McManus, Marcia. Personal Interview. 25May. 2011.
Silver, Strong, Perini. “Integrating Learning Styles and Multiple Intelligences.” Educational
Leadership. Sep. 1997: 22-27. Print
“Theory of Multiple Intelligences.” Wikipedia. Wikipedia Foundation, 2 June. 2011. Web. 20
May. 2011. http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences
Woolfolk, Anita. “Multiple Intelligences.” Educational Psychology: Active Learning Edition.
11th ed. Boston: Allyn & Bacon 2011. 142. Print
Haderlie 12
http://literacytoolbox.files.wordpress.com/2010/02/crayons.jpg