History of Multiple Intelligence

Multiple intelligence test is of the utmost importance that we recognize and nurture all of the varied human intelligences, and all of the combinations of intelligences. We are all so different largely because we all have different combinations of intelligences. If we recognize this, I think we will have at least a better chance of dealing appropriately with the many problems that we face in the world.

In 1904, the minister of public instruction in Paris asked the French psychologist Alfred Binet and a group of colleagues to develop a means of determining which primary grade students were "at risk" for failure so these students could receive remedial attention. Out of their efforts came the first intelligence tests. Imported to the United States several years later, intelligence testing became widespread, as did the notion that there was something called "intelligence" that could be objectively measured and reduced to a single number or "IQ" score.

The Eight Intelligences Described:
Once this broader and more pragmatic perspective was taken, the concept of intelligence began to lose its mystique and became a functional concept that could be seen working in people's lives in a variety of ways. Gardner provided a means of mapping the broad range of abilities that humans possess by grouping their capabilities into the following eight comprehensive categories or "intelligences":

Linguistic: The capacity to use words effectively, whether orally (e.g., as a storyteller, orator, or politician) or in writing (e.g., as a poet, playwright, editor, or journalist). This intelligence includes the ability to manipulate the syntax or structure of language, the phonology or sounds of language, the semantics or meanings of language, and the pragmatic dimensions or practical uses of language. Some of these uses include rhetoric (using language to convince others to take a specific course of action), mnemonics (using language to remember information), explanation (using language to inform), and met language (using language to talk about itself).

Logical-mathematical: The capacity to use numbers effectively (e.g., as a mathematician, tax accountant, or statistician) and to reason well (e.g., as a scientist, computer programmer, or logician). This intelligence includes sensitivity to logical patterns and relationships, statements and propositions (if-then, cause-effect), functions, and other related abstractions. The kinds of processes used in the service of logical-mathematical intelligence include categorization, classification, inference, generalization, calculation, and hypothesis testing.

Spatial: The ability to perceive the visual-spatial world accurately (e.g., as a hunter, scout, or guide) and to perform transformations upon those perceptions (e.g., as an interior decorator, architect, artist, or inventor). This intelligence involves sensitivity to color, line, shape, form, space, and the relationships that exist between these elements. It includes the capacity to visualize, to graphically represent visual or spatial ideas, and to orient oneself appropriately in a spatial matrix.

Bodily-kinesthetic: Expertise in using one's whole body to express ideas and feelings (e.g., as an actor, a mime, an athlete, or a dancer) and facility in using one's hands to produce or transform things (e.g., as a craftsperson, sculptor, mechanic, or surgeon). This intelligence includes specific physical skills such as coordination, balance, dexterity, strength, flexibility, and speed, as well as proprioceptive, tactile, and haptic capacities.

Musical: The capacity to perceive (e.g., as a music aficionado), discriminate (e.g., as a music critic), transform (e.g., as a composer), and express (e.g., as a performer) musical forms. This intelligence includes sensitivity to the rhythm, pitch or melody, and timbre or tone color of a musical piece. One can have a figural or "top-down" understanding of music (global, intuitive), a formal or "bottom-up" understanding (analytic, technical), or both.

Interpersonal: The ability to perceive and make distinctions in the moods, intentions, motivations, and feelings of other people. This can include sensitivity to facial expressions, voice, and gestures; the capacity for discriminating among many different kinds of interpersonal cues; and the ability to respond effectively to those cues in some pragmatic way (e.g., to influence a group of people to follow a certain line of action).

Intrapersonal: Self-knowledge and the ability to act adaptively on the basis of that knowledge. This intelligence includes having an accurate picture of oneself (one's strengths and limitations); awareness of inner moods, intentions, motivations, temperaments, and desires; and the capacity for self-discipline, self-understanding, and self-esteem.

Naturalist: Expertise in the recognition and classification of the numerous species—the flora and fauna—of an individual's environment. This also includes sensitivity to other natural phenomena (e.g., cloud formations, mountains, etc.) and, in the case of those growing up in an urban environment, the capacity to discriminate among inanimate objects such as cars, sneakers, and CD covers.

Intelligence	Noticeable Behaviour	Learning Strategies
Logical-Mathematical	uses numbers, shapes and patterns able to move from concrete to abstract easily enjoys puzzles and computer games organizes thoughts systematically	create outlines of books, plays or papers create own grammar board game Venn diagrams/patterning/sorting story mapping create questions from given answers
Linguistic	appreciates subtleties of grammar and meaning enjoys word games understands jokes, puns, riddles memorizes easily enjoys sound and rhythm of language	make books label diagrams create play or character sketch creating analogies, palindromes, etc. collaborative writing
Musical	enjoys listening easily distracted by sounds very aware of the sounds of peoples voices, frequently excellent mimics sensitive to melody and tone, even of speech moves when music plays	compose song, rap, jingle put vocabulary words to a melody or rhythm pattern listening to sound bites or other auditory language retell a story/create outline by putting words to a familiar tune
Spatial	enjoys maps and charts thinks in three-dimensional terms and pictures, not words draws and doodles	story maps comic strips for outline posters and display boards
Kinesthetic	coordinated/neat handwriting wiggles, learns better when moving or tapping feet uses body language, gestures hands-on learner	play game to practice content (catch or juggling, etc.) sign language create demonstrations act out scenes movement area of room
Naturalistic	feels comfortable outside good with animals green thumb/talks about nature and plants	poetry picnic bring nature into the classroom choose own writing topics
Existential	always asks the "why" questions needs to see big picture and create analogies	thematic teaching in depth discussions journaling responses to readings
Interpersonal	enjoys cooperative learning understands others has many friends/mediates conflicts volunteers to help others	panel discussions or debates partner poems or group story writing role playing cooperative learning
Intrapersonal	daydreams insightful and reflective journals easily comfortable being alone knows own strengths and weaknesses	create journal of literary characters create mind maps for outline create personality inventory of characters develop individual collage essays or multigenre papers