Intelligence is a term used to refer to the bio-psychological potential of man such that he is in a position to process and analyze different kinds of information in a specific manner. Intelligence therefore involves processes that are carried out by neural/mental networks.
This means that each neural/mental processes therefore has its specific process and in most human beings the process is virtually similar intelligence is also geared towards a specific content, for example linguistic intelligence is geared towards the encounter of language sounds and is applied when any individual wants to communicate something to another person. In deaf people for example, the linguistic intelligence is mobilized by signs. This means that as human beings we all have some degree of linguistic intelligence that we use when we are communicating.
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Spatial intelligence is used in the analysis and description of entities such as maps and drawings. Other types of intelligences that gardener mentions include: logical mathematical intelligence for number/smart reasoning, bodily-kinesthetic intelligence for the body, musical intelligence used by the musically talented individual, Interpersonal, intrapersonal, and naturalistic intelligence.However, Gardener states that man will never be able to specifically know the exact kind of intelligence that one uses when analysis different situations.
While writing a research project for example, different intelligences are use in the analysis of the topic, thinking and the final writing of the research project (Gardner, 1993).Logical-mathematical intelligence is used to analyze the information about the topic. It entails the decoding of the topic word for word so as to understand what it entails. In a research topic such as Capital Punishment, the logical-mathematical intelligence will involve the analysis of each of the word that are in the said topic and finding out what each means with relation to the discussion.
Visual intelligence will therefore enable the student to make sense of what he/she is required to write about. The actual thinking and subsequent writing of the research project ‘Capital Punishment’ will involve a student using his/her linguistic intelligence. Linguistic intelligence will involve the connection of sounds to form words which he/she will use in the writing of the actual project. Linguistic intelligence will enable the student to write effectively and communicate his/her points and ideas in his/her research project.
When tackling a project such as ‘capital punishment’ it is expected that the individual has mastery in that domain, for example he/she is a student majoring in a political field or something similar. Mastery in a domain will enable an individual to creatively use his intelligence when handling an interesting yet controversial topic such as ‘capital punishment’. With creativity the individual will be able to write down a sensible research paper that will flow from one idea to another. Creativity and intelligence are therefore intertwined. For personal opinions with regards to capital punishment the student will use Intrapersonal intelligence where she/he can display her/his emotions and opinions towards the matter.
The multiple intelligence theory dictates the use of the different intelligences to come up with the eight different ways of learning or teaching any thing in a class set up. Whatever the student is learning or the teacher is teaching, they should find out how they connect with word, numbers, pictures, music, self-reflection, physical and social experience and the experience of the natural world. These eight ways are connected to the various multiple intelligences that Gardner mentions when he talks about multiple intelligences (Gardner, 1993).Teaching and learning of new concepts and idea does not have to involve the eight ways that are related to the eight intelligences.
Instead learners should strive to find the best pathway to follow when tackling research project writing or when faced with the learning of new concepts. The steps to learning should involve an analysis of which of the paths will interest the learner more and will therefore be more effective. By using the multiple intelligence theory we are abler to discover other new ways of learning and expressing our ideas and concepts other than using the convectional linguistic and logical methods that involve the use of textbooks and writing of assignments to prove that one has understood a concept (Gardner, 1993).
Armstrong suggests the use of a spatial-linguistic approach of brainstorming when faced with a topic that you need top write about. If the topic chosen is capital punishment, the first step will be to write the topic down and on a clean page note the eight intelligences according to gardener then next to the intelligence noted, brainstorm and write about the points and ideas that could be related to that intelligence. For example; Linguistic intelligence will entail that you read about capital punishment in general so as to understand what it is all about. Logical-mathematical intelligence will entails the use of numbers, the student can research fro figures of those countries that still practice capital punishment or figures of individuals that have been convicted for capital punishment in a specific state/country.
Spatial intelligence can be applied in the discussing by indicating diagrams of charts and graphs to indicate the prevalence of capital punishment.Intrapersonal intelligence will be applied in the analysis of personal opinion of capital punishment and finally the student will note the overall view of capital punishment which will have covered the interpersonal and naturalistic experience of Capital punishment.Once the student compiles this points he/she will be in a position to write a comprehensive project that any reader will understand as it will have covered all the perspectives that affects the discussed topic (Armstrong, 2003).
In teaching though, the use of multiple intelligences is aimed at developing the students’ verbal linguistic and logical-mathematical intelligences. However, it is not possible to apply all the eight intelligences at a go while teaching a curriculum. For example the teaching of a music class will involve the use of spatial and musical intelligence like in dance and the actual singing and the use of the bodily-kinesthetic intelligence.To effectively apply as many intelligences as possible in teaching, Armstrong suggests the use of Rosetta stone of learning which involves the linking of the instructional objectives to the words, number/logic, pictures, music, the body, social interaction, and/or personal experience.
Teachers should aim to combine as much intelligence as possible in their teachings. For example when teaching the supply and demand of goods in commerce, the teacher can use words to clearly define the terms, the graphs and charts to show effect of supply and demand, the reasoning of how supply affects demand and how lack of a specific supply affects you as an individual (Armstrong, 2003).
Conclusion
Gardener’s theory of intelligence made teaching of concepts easier. It also made it easier for learners to understand and clearly depicts concepts. By analyzing the wide range of human capabilities in terms of finding ways in which the different intelligences affect our understanding, curriculum makers have been able to come up with many ways in which children and students in general can learn and quickly grasp concepts. Application of two or more intelligences in the teaching of concepts in class means that the teacher has achieved the objective goal of passing knowledge.
Reference:
Armstrong, T. (2003). The multiple intelligences of reading and writing: making the words come alive. ASCD
Gardner, H. (1993). Frames of mind: the theory of multiple intelligences. Basic Books
