Multiple Intelligences Intelligence A biopsychological potential to process

Multiple Intelligences Intelligence: A biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture. Intelligence Reframed, Howard Gardner, 1999

Intelligence Criterion 1. The potential of isolation by brain damage. 2. An evolutionary history and evolutionary plausibility. 3. An identifiable core operation or set of operations. 4. Susceptibility to encoding in a symbol system. 5. A distinct developmental history, along with a definable set of expert “end-state” performances. 6. The existence of idiot savants, prodigies, and other exceptional people. 7. Support from experimental psychological tasks. 8. Support from psychometric findings.

8 ½ Intelligences 1. Word: Linguistic intelligence 2. Logic: Logical-mathematical intelligence 3. Music: Musical intelligence 4. Picture: Spatial intelligence 5. Body: Bodily kinesthetic intelligence 6. People: Interpersonal intelligence 7. Self: Intrapersonal intelligence 8. Nature: Naturalist intelligence 9. Spiritual: Spiritual intelligence 10. Existential: Existential intelligence

Linguistic Intelligence What: Sensitivity to spoken or written language; the ability to learn languages; and the capacity to use languages to accomplish certain goals. Who: Lawyers, speakers, writers, poets. Teaching: Narrational entry point; analogies; representation of core features through a number of symbol systems, schemas, frames, and intelligences.

Logicalmathematical Intelligence What: The capacity to analyze problems logically; carry out mathematical operations; and investigate issues scientifically. Who: Mathematicians, logicians, and scientists. Teaching: Quantitative/numerical entry point; analogies; representation of core features through a number of symbol systems, schemas, frames, and intelligences.

Musical Intelligence What: Skill in the performance, composition, and appreciation of musical patterns. Who: Musicians, composers, and conductors. Teaching: ______ entry point; analogies; representation of core features through a number of symbol systems, schemas, frames, and intelligences.

Spatial Intelligence What: The potential to recognize and manipulate the patterns of wide space as well as the patterns of more confined areas. Who: Navigators, pilots, sculptors, surgeons, chess players, and architects. Teaching: _____ entry point; analogies; representation of core features through a number of symbol systems, schemas, frames, and intelligences.

Bodily Kinesthetic Intelligence What: The potential of using one’s whole body or parts of the body to solve problems or fashion products. Who: Dancers, actors, and atheletes. Teaching: _____ entry point; analogies; representation of core features through a number of symbol systems, schemas, frames, and intelligences.

Interpersonal Intelligence What: Capacity to understand the intentions, motivations, and desires of other people, and consequently to work effectively with others. Who: Salespeople, teachers, clinicians, religious and political leaders, and actors. Teaching: _____ entry point; analogies; representation of core features through a number of symbol systems, schemas, frames, and intelligences.

Intrapersonal Intelligence What: Capacity to understand oneself and use this understanding to make effective life-course decisions. Who: Effective leaders. Teaching: _____ entry point; analogies; representation of core features through a number of symbol systems, schemas, frames, and intelligences.

Naturalist Intelligence What: Expertise in the recognition and classification of the numerous species; recognition of patterns in culture or the environment. Who: Naturalists, hunter-gatherers, gardeners, sociologists, and artists. Teaching: _____ entry point; analogies; representation of core features through a number of symbol systems, schemas, frames, and intelligences.

Intelligence What: The ability to understand cosmic issues; the ability to achieve an altered state of being; and possessing an affective (charismatic) personality. Who: Dynamic leaders, mystics, yogis, and religious, Teaching: ____ entry point; analogies; representation of core features through a number of symbol systems, schemas, frames, and intelligences.

Intelligence What: The capacity to locate oneself with respect to the furthest reaches of the cosmos, existential features of the human condition, and profound human experiences. Who: Transcendentalists, philosophers, and shamans. Teaching: ______ entry point; analogies; representation of core features through a number of symbol systems, schemas, frames, and intelligences.

My Philosophy • Every person is valuable. • Every person is intelligent. • Success is achieved by recognizing your intelligence and then applying your intelligence in your life.