Gardners Theory
Gardner’s theory and its significance
Gardner defines intelligence as “the capacity to solve problems or to fashion products that are valued in one or more cultural setting” (Gardner & Hatch, 1989) (Alexander, Clugston, & Tice, 2009, Chapter 2.2). Intelligence is generally regarding someone who solves problems logically and is a very acute scholar. Through his research, Dr. Gardner found that every person can solve problems logically and be an acute scholar, if only the problem at hand appealed to a person’s way of thinking. Gardner completely changed the way people viewed intelligence with his theory of “multiple intelligences”. His theory states that we all have a level of cleverness and well as weaknesses. Gardner theory is significant because it illiterates the uniqueness in each person while highlighting the fact that we are the same. Many times in learning a person may feel as if they are not as intelligent and the person next to them simply because they have been attempting to learn according to a generic standard. If educators took the time to assess their students and learn their intelligence and strength, each child may be able to excel further than they believed possible.
Gardner suggests that humans learn in seven different areas, and these areas are what truly affect how easy or how complicated things are to people. The seven areas of intelligence are Logical-Mathematical, Linguistic, Spatial, Musical, Bodily-Kinesthetic, Interpersonal and Intrapersonal. Logical Mathematical Intelligence learners enjoy learning through scientific elimination, mathematical problem solving, deductive reasoning and basic logical thinking. Linguistic is a learner who can not only read and understand the information, but are able to explain their thoughts in a poetic or rhetorical manner. Spatial is a learner that can create a visualization (mental image) to solve the problems. While visual learners, their imagination often times can assist in the
Gardner defines intelligence as “the capacity to solve problems or to fashion products that are valued in one or more cultural setting” (Gardner & Hatch, 1989) (Alexander, Clugston, & Tice, 2009, Chapter 2.2). Intelligence is generally regarding someone who solves problems logically and is a very acute scholar. Through his research, Dr. Gardner found that every person can solve problems logically and be an acute scholar, if only the problem at hand appealed to a person’s way of thinking. Gardner completely changed the way people viewed intelligence with his theory of “multiple intelligences”. His theory states that we all have a level of cleverness and well as weaknesses. Gardner theory is significant because it illiterates the uniqueness in each person while highlighting the fact that we are the same. Many times in learning a person may feel as if they are not as intelligent and the person next to them simply because they have been attempting to learn according to a generic standard. If educators took the time to assess their students and learn their intelligence and strength, each child may be able to excel further than they believed possible.
Gardner suggests that humans learn in seven different areas, and these areas are what truly affect how easy or how complicated things are to people. The seven areas of intelligence are Logical-Mathematical, Linguistic, Spatial, Musical, Bodily-Kinesthetic, Interpersonal and Intrapersonal. Logical Mathematical Intelligence learners enjoy learning through scientific elimination, mathematical problem solving, deductive reasoning and basic logical thinking. Linguistic is a learner who can not only read and understand the information, but are able to explain their thoughts in a poetic or rhetorical manner. Spatial is a learner that can create a visualization (mental image) to solve the problems. While visual learners, their imagination often times can assist in the
References: Alexander, M., Clugston, W., & Tice, E. (2009). Learning online and achieving lifelong goals. Retrieved from http://outboundsso.next.ecollege.com/default/launch.ed?ssoType=CDMS&redirectUrl=https://content.ashford.edu/ssologin?bookcode=AUEXP105.10.3 Gardner, H., & Hatch, T. (1989). Multiple Intelligences Go To School: Educational Implications of the Theory of Multiple Intelligences. Educational Researcher, 18(8), 4-9. Retrieved from