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Intelligence is multifaceted.
The theory of multiple intelligences challenges the idea of a single IQ, that people have a central "computer" that stores intelligence. According to Howard Gardner, the Harvard professor who originally proposed the theory, there are many types of human intelligence, each representing a different way of processing information:
Intelligence is an extremely complex quality of mental practice that combines multiple mental abilities such as reasoning, problem-solving, abstract thinking, understanding of thought and language, and learning. Research on intelligence in psychology often considers this trait to be distinct from creativity or personality. However, the definition of intelligence has existed and remains controversial. Some claim that there is a unifying attribute, commonly referred to as "general intelligence" or g, that can be measured using standard IQ tests and correlates with an individual's ability in a variety of tasks and settings. Others argue that there are multiple "intelligence" in which different people have different levels of each type. In addition, there has been a lot of debate about whether this "intelligence" is inherited, and if so, whether some groups are smarter than others. Of particular concern is the claim that certain races are superior, leading to the justification of racial expectations and behavior.
Practical applications of multiple intelligences theory vary widely. It ranges from one teacher using different methods to teach material in the face of a struggling student, to using MI as a framework for an entire school. In general, those who subscribe to the theory strive to provide their students with opportunities to utilize and develop all the different intelligences, not just the few they are naturally good at.
No matter how intelligence is defined or measured, humans clearly have a high intellectual capacity to think, reason, and understand the world we live in, how other people think and act, and to understand ourselves. As we evolve collectively as individuals and as a species, recognizing and appreciating the diversity contained in this concept may be more valuable than trying to determine how to quantify it.
People are smart. Finally, we need to define what "intelligence" is. The definition of controlled intelligence has always been a source of cultural and political power; just read all the writings in 19th century America about female intelligence, Asians, Africans and even Irish and Italians. Do we have "intelligence tests" to measure intelligence - or do they just measure testability? We also talk about "emotions" and other types of intelligence. We know that math, language and artistic skills rarely go hand in hand. Our own perceptions of our own intelligence are highly divisive, and often more related to pseudoscience than anything we can use as a yardstick in machine learning experiments. (Although there is no doubt that GPT-3 and LaMDA are very good at running tests.)
There is no evidence that learning based on your "smartness" leads to better educational outcomes. However, learning more about multiple intelligences can help you better understand your strengths and preferences.
Further research may be needed to understand the best ways to assess and support a range of intelligences in the classroom. Currently, the theory has taught students, teachers, parents, and administrators to expand their definitions of intelligence to include all types of intelligence in the equation.
Although more research is needed to determine the best policies to assess and support a range of intelligence in schools, the theory creates an opportunity to expand the definition of intelligence. As an educator, it is helpful to think about the different ways information is presented. However, it is important not to categorize students as specific types of learners or people with innate or fixed intelligence.
If implemented correctly in the classroom, Multiple Intelligences Theory can have very positive results. Students' sense of responsibility, autonomy, and independence increases, disciplinary problems decrease, students develop and apply new skills, collaborative learning skills improve, and overall academic performance improves
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