Howard Gardner Takes an MI Perspective on General Intelligence

In a paper titled, "The evolution of general intelligence," published by Cambridge University Press, three professors from the University of Zurich, Dr. Judith M. Burkart, Dr. Michèle N. Schubiger, and Dr. Carel P. van Schaik, take an anthropological perspective on general intelligence.

Howard Gardner responds, in an open peer commentary, with an MI perspective.

Read both abstracts below:

"The evolution of general intelligence":

The presence of general intelligence poses a major evolutionary puzzle, which has led to increased interest in its presence in nonhuman animals. The aim of this review is to critically evaluate this question and to explore the implications for current theories about the evolution of cognition. We first review domain-general and domain-specific accounts of human cognition in order to situate attempts to identify general intelligence in nonhuman animals. Recent studies are consistent with the presence of general intelligence in mammals (rodents and primates). However, the interpretation of a psychometric g factor as general intelligence needs to be validated, in particular in primates, and we propose a range of such tests. We then evaluate the implications of general intelligence in nonhuman animals for current theories about its evolution and find support for the cultural intelligence approach, which stresses the critical importance of social inputs during the ontogenetic construction of survival-relevant skills. The presence of general intelligence in nonhumans implies that modular abilities can arise in two ways, primarily through automatic development with fixed content and secondarily through learning and automatization with more variable content. The currently best-supported model, for humans and nonhuman vertebrates alike, thus construes the mind as a mix of skills based on primary and secondary modules. The relative importance of these two components is expected to vary widely among species, and we formulate tests to quantify their strength.

"Taking a multiple intelligences (MI) perspective":

The theory of multiple intelligences (MI) seeks to describe and encompass the range of human cognitive capacities. In challenging the concept of general intelligence, we can apply an MI perspective that may provide a more useful approach to cognitive differences within and across species.

Read the full paper and peer commentary at the following site: https://www.cambridge.org/core/services/aop-cambridge-core/content/view/A8A9AB8F1488B60F575DC956F791B7EF/S0140525X16001631a.pdf/taking_a_multiple_intelligences_mi_perspective.pdf

Can Neuroscience Provide Empirical Support for MI Theory?

In March 2017, Dr. Branton Shearer and Dr. Jessica Karanian published a paper titled The Neuroscience of Intelligence: Empirical Support for the Theory of Multiple Intelligences? in Trends in Neuroscience and Education, Volume 6. In the paper, Dr. Shearer and Dr. Karanian use neuroscience to provide empirical support for the theory of multiple intelligences. The abstract for the article appears below:

Abstract

The concept of intelligence has been strongly debated since introduction of IQ tests in the early 1900s. Numerous alternatives to unitary intelligence have achieved limited acceptance by both psychologists and educators. Despite criticism that it lacks empirical validity, multiple intelligences theory (Gardner, H. (1983, 1993) Frames of mind: The theory of multiple intelligences, New York: Basic Books), has had sustained interest on the part of educators worldwide. MI theory was one of the first formulations about intelligence to be based on neuroscience evidence. This investigation reviewed 318 neuroscience reports to conclude that there is robust evidence that each intelligence possesses neural coherence. Implications for using MI theory as a bridge between cognitive neuroscience and instruction are discussed.

To read the full publication, visit the following site: http://www.sciencedirect.com/science/article/pii/S2211949317300030

Study of Spatial Intelligence

In a new study, published in Cognitive Science in June 2017, researchers at University College London and Bangor University have found that artists, architects, and sculptors process spaces differently. When asked to describe the spaces in three different images (a Google Street View image, a painting of St. Peter's Basilica, and a computer-generated surreal scene), the variation in participants’ responses correlated to their professions.

Howard Gardner comments on the study below:

“I'm glad to see that researchers are trying to understand the different manifestations of spatial intelligence. The decision to look at painters, architects, and sculptors is a shrewd one—and the comparisons make sense. We would expect that sculptors—working in three dimensions—would share aspects of the painters' and of the architects' approaches.

Whether these findings have specific brain and developmental implications is a more vexed issue. Everything that we do involves the brain and so it's to be expected that different kinds of activities involve different brain areas—how could it not be the case? And assuming it is the case, why is this so? There could be genetic reasons (best demonstrated by studying identical twins reared apart), training reasons (how teachers introduce skills), work experiences (what one does every day for many years), or a combination of these things. After all, individuals may be attracted to the visual-spatial professions because of innate proclivities; but even if individuals were randomly assigned to a spatial treatment, we would expect their brains ultimately to change. Whether those who become proficient do so primarily because of nature or primarily through the amount and type of training remains to be seen.”

Thomas Hoerr, MI Expert, Emeritus Head of School, New City School, and Scholar In Residence, UMSL College of Education, comments:

"When I present on MI, I like to spend a bit of time talking about how all of our intelligences might be put to use. I note that, as Howard has written, any complex act draws from more than one intelligence. (In fact, that would be the case for most simple acts, as well.) Intelligences are not used in isolation.

Beyond that, it’s helpful for people to consider the various manifestations of intelligences. Thinking about how the work of an architect differs from an artist makes sense to folks; the dimensions resonate. Likewise, the differences between poetry and prose are quite salient.

For teachers, in particular, I hope that this realization will encourage them – give themselves permission, if you will – to offer different experiences and pathways for kids to learn. It’s great, for example, to incorporate the spatial intelligence in teaching social studies concepts. Alone, I like that idea! Better, though, is if those spatial intelligences can be nuanced, so that there are opportunities for kids to use a range of materials, e.g., paint, clay, paper, and photography (though not on the same day!). The more teachers can envision the various aspects of intelligences, the more they can work to give students these kinds of opportunities.

What all of this does, as Howard theorized, is illustrate the multiplicity of multiple intelligences. That’s an exciting idea!!

For more information on the study, visit the following webpage: https://www.sciencedaily.com/releases/2017/06/170628095931.htm.

New Children's Book About MI Theory

Notes by Howard Gardner

In December 2014, I received an email from author Jennifer Steuck and illustrator Slava Tayon regarding their intention to create a book that would help make the theory of multiple intelligences accessible to elementary school students and parents.

This past April, I received the completed work, to which I responded:

“Thank you very much for sharing your wonderful graphic interpretation of my work. It is quite impressive and engaging. I particularly enjoyed your representation of me as Professor I.Dea. This is something that is sure to captivate children and introduce them to the concepts of multiple intelligences. Thank you for your work and your efforts to expose a greater audience to my research.”

In this week’s blog, Jennifer and Slava reflect on the creation of their self-published, multiple intelligences-inspired children’s book, Meet the Me’s.

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Dear MI Oasis,

Our mission in writing Meet the Me’s was to start a conversation about multiple intelligences and what it means to be smart. Intelligence has many different facets, and we want to help others appreciate diverse learners. Before writing the book, I understood the concept of MI intellectually, but I developed a much deeper sense of the theory by engaging with it directly in this text.

Our writing process began with thinking about the available research on the brain and the neural pathways of intelligence. Howard Gardner’s work on MI became the foundation of this book.

Our cover design is intended to draw the reader in and pique curiosity about the content within its covers. It is a pictorial metaphor of thinking, feeling, and perceiving. The light at the bottom is turned on, the circuitry activated, and a new idea is planted in the mind. The design also includes the eye that is featured on the cover of many of Howard Gardner’s books. Our version of the eye is portrayed in front of a color wheel, which represents the kaleidoscopic variation in human intelligence.

The book is written in epistolary format, in which Professor I.Dea (Howard Gardner) corresponds with the eight “Me” characters, each of whom symbolizes a component intelligence of MI.

Slava’s graphic representations allow the ideas to come alive by turning the various components of MI into characters that make the concepts more personal and meaningful. Each of the “Me” characters is assigned a unique icon, which serves as a visual representation of their respective pathway.

All of the characters tell the stories of how they think and how they feel. For example, WordMe, who is first to respond, begins the exploration along the neural pathways by asking, “Doesn’t everyone think in words?”

 In response, PictureMe reveals that he processes and expresses himself through images.

Throughout the various Me’s pathways, we’ve included inspirational quotes, vocabulary words, and clarifying questions and answers. At the end of the book, readers will find a glossary, as well as an extensive bibliography of picture books that explain the life and accomplishments of people on their corresponding pathways.

We’ve also addressed the possibility of a ninth intelligence, Meaning Intelligence, on the last page of the book. Although the MeaningMe does not meet all the criteria for an intelligence as defined by Professor Gardner, we felt it was important to include.

Our hope is that other readers of Meet the Me’s will discover more about themselves, one another, and the process of learning itself. We encourage people to discuss what makes them curious, how they learn, and how they express themselves.

Changing the paradigm,

Jenny (and Slava)

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Meet the Me’s is available for purchase in-store and online via The Bookies Bookstore in Denver, CO.

MI Expert Dr. Thomas R. Hoerr's Interview with Brazilian Magazine, "Nós"

In June 2017, MI Expert Dr. Thomas R. Hoerr, Emeritus Head of School at New City School and Scholar In Residence, UMSL College of Education in St. Louis, MO, was interviewed by journalist for the Brazilian online magazine, "Nós."

Below, the interview is printed in full.

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Nós: In your opinion, what was the greatest contribution of research on Multiple Intelligences Theory to science and education?

Thomas Hoerr: I believe that Howard Gardner’s theory of multiple intelligences (MI) caused us to view intelligence more broadly, beyond a score that can be derived from a paper and pencil test. This can have powerful implications for how educators view student potential and how they differentiate instruction.

N: Around the web, it's easy to find a lot of articles and tests based on your work that try to define people's types of intelligences. How can a person find out, in a more scientific way, their most and least developed types of intelligences?

TH: There are many tests, as you point out, and I know that Branton Shearer’s MIDAS test has been widely used. My bias, though, is to determine intelligence strengths by observation. When given choices, how do people solve problems? How do people spend their spare time? We typically enjoy doing those things at which we excel, and we are likely to excel in those areas in which we have strengths.

N: How many intelligences can be found in a person?

TH: We all have some of each intelligence. That is, all eight intelligences are found within us. The relative strengths of the intelligences will vary greatly, of course.

N: What can governments take from your theory to improve public education around the world?

TH: We should focus less on standardized tests, both for assessing student potential and growth and also for determining our curricular focus. Children of all ages (and adults) benefit from experiences in the arts.

N: What do you think about elective matters in high school?

TH: There is a basic set of skills and understandings that all students need, i.e., the 3 R’s. Beyond that, I believe that giving students choices can increase motivation and performance.