Reference no: EM131675643

The theory of multiple intelligences has important implications for education. Gardner (1993, 1995) believes that schools should foster all intelligences, not just the traditional linguistic and logical-mathematical intelligences. Teachers should capitalize on the strongest intelligences of individual children. That is, teachers need to know a child's profile of intelligence-the child's strengths and weaknesses-and gear instruction to the strengths (Chen & Gardner, 2005). For example, Diana, the fourth-grade teacher in the opening vignette of Section 6.2, could help some of her students understand the Civil War by studying music of that period (musical intelligence). Other students might benefit by emphasis on maps that show the movement of armies in battle (spatial intelligence). Still others might profit from focusing on the experiences of African Americans living in the North and the South (interpersonal intelligence).

These guidelines do not mean that teachers should gear instruction solely to a child's strongest intelligence, pigeonholing youngsters as "numerical learners" or "spatial learners." Instead, whether the topic is the signing of the Declaration of Independence or Shakespeare's Hamlet, instruction should try to engage as many intelligences as possible (Gardner, 1999, 2002). The typical result is a richer understanding of the topic by all students.

Some American schools have enthusiastically embraced Gardner's ideas (1993). Are these schools better than those that have not? Educators in schools using the theory think so; they cite evidence that their students benefit in many ways (Kornhaber, Fierros, & Veenema, 2004). However, some critics are not yet convinced (Waterhouse, 2006). Only time (and more research) will tell.

1. If you were creating an overall curriculum for an elementary or middle school, how would the theory of Howard Gardner impact your design?

2. If a student in a 5th grade class shows a particular proclivity toward mathematics, how would Gardner suggest that her teacher respond to this ability when considering the student's overall education?

3. How might the theory of multiple intelligences be employed in a classroom where there are many different "types" of ability across different students? Do you think Gardner would encourage a program where students help teach other students?