Multiple Intelligence and the Structure of Thinking

An attempt is made to demonstrate if not the dispensability of Gardner’s (1983) theory of multiple intelligences, at least that it is not foundational, to understanding what motivated Picasso’s creative development. Gardner used the theory of multiple intelligences to account for the extraordinariness of various figures, including Picasso, who is supposed to illustrate bodily ability and low scholastic aptitude. The theory of multiple intelligences, however, is undetermined by the facts of Picasso’s life. After interpreting Picasso in terms of his interpersonal relations, generic problems with the theory of multiple intelligences are reviewed, and the benefits of assuming a single one are propounded. It is argued that the case of Picasso illustrates the social cognitive and interpersonal dimensions of thinking as such.

The current study aimed to identify the reality of the education process at the University of Najran in light of the theory of multiple intelligences among faculty members by analyzing aspects of the education process according to the theory of multiple intelligences, and a questionnaire was used to assess aspects of the education process, The study sample consisted of (480) faculty members, and the results of the study showed that the faculty members evaluation of the reality of the learning process at Najran University was moderate, and the results showed that there were no statistically significant differences in the reality of the educational process at the University of Najran in light of the theory of multiple intelligences according to the gender variable. The results also found that there were statistically significant differences in the reality of the educational process at the University of Najran in light of the theory of multiple intelligences according to the variable of the type of college in favor of the practical colleges, and a vision for the development of the education process at Najran University was also developed in light of the theory of multiple intelligences, The study recommended the need to take into account the individual differences between students in their multiple intelligences, and the necessity to encourage students to discover their multiple intelligences, which helps the teacher to define appropriate teaching methods and strategies and educational activities, and to adopt new evaluation methods based on assessing the multiple aspects of intelligence.

Based on the theory of multiple intelligences, this paper discusses the methods and strategies for the evaluation and improvement of college dance courses. Firstly, this paper introduces the concept and development of multiple intelligence theory and emphasizes its complement and perfection to traditional intelligence theory. Then, it analyzes the problems and shortcomings of current college dance courses, including overemphasis on skill training and single evaluation criteria. Then, it puts forward the curriculum evaluation index based on the theory of multiple intelligences, including the evaluation of students’ multiple intelligences development and the evaluation of curriculum design and teaching methods. At the same time, curriculum evaluation tools and methods are discussed, such as questionnaire survey, observation record, learning achievement display and student self-rating. In the aspect of curriculum improvement and perfection strategy, it emphasizes the application of multiple intelligence theory, interdisciplinary integration and the introduction of scientific and technological means. In terms of curriculum implementation and effect evaluation, the importance of students’ comprehensive intelligent evaluation and students’ feedback is emphasized. Finally, the paper summarizes the practical value of the evaluation and improvement of college dance courses based on the theory of multiple intelligences and looks forward to the future research direction and prospects.

This study aims to apply an instructional model within the framework of Multiple Intelligence(MI) theory and investigate impact of implementing the MI-based instruction in Korean language education. For this purpose, the classroom was restructured to create MI activity centers based on individual intelligences. First, teachers are suggested using MI class opening activities for students who possess strength on different area of intelligences. Before starting class, the classroom can be divided either into intra MI classroom or into inter MI classroom. Secondly, Korean Language teachers can make MI lesson plans using “Youn’s MI Dabige model” (1. Determine MI lesson objectives. 2. Ask MI lesson objectives. 3. Brainstorm MI activities. 4. Invent MI activities. 5. Give MI lessons. 6. Evaluate MI lessons). Finally, MI lessons can be developed through nested, webbed, and nest-web mixed integrated curriculum models. It is concluded that teachers need to use students’ intelligence profiles. There are many ways of learning, but the best way is to use one’s strongest intellectual ability. The efficiency of Korean language education can be enhanced by utilizing learners’ multiple intelligences.

Translation pedagogy is a key and difficult part of college English, and students have certain difficulties to learn and master. With the deepening implementation of educational reform, there is an urgent need for a drastic reform of translation pedagogy. Only in this way can we cultivate high-quality skilled talents that meet the needs of society. Applying the theory of multiple intelligences to translation pedagogy not only promotes conceptual change but also makes translation pedagogy more personalized, which is conducive to stimulating students’ learning and exploration enthusiasm and improving the level of translation pedagogy. This article provides an in-depth analysis of translation pedagogy based on the theory of multiple intelligences in order to provide a useful reference for frontline teachers.

The purpose of this paper is to illustrate how Howard Gardner's theory of Multiple Intelligences may be applied in mathematics classrooms in the context of an origami project. The paper discusses an origami project and the mathematics behind the project. The paper finally uses the origami project to discuss how Howard Gardner's theory of Multiple Intelligences and idea of entry points can be applied in mathematics classrooms to help students understand and appreciate mathematics [H. Gardner, Multiple Intelligences: New Horizons, Basic Books, New York, 2006].

According to the investigation of several problems about the students’ track and field class scores assessment current situation in local universities on the basis of Howard Gardner’s theory of multiple intelligences, discipline features, documents, questionnaire and interviews, this paper tries to establish the score assessment system of local university students with the local characteristics, as to improve the evaluation of local university physical training education and reform.

The notion of “multiple intelligences” (MI) was established by Howard Gardner, a psychologist from the United States, during the latter part of the 1970s and the early part of the 1980s. Gardner introduced the concept of MI in his 1983 publication titled Frames of Mind: The Theory of Multiple Intelligences, positing that individuals possess unique cognitive abilities across eight discrete domains. As per the theory, there exist nine discrete categories of intelligence, such as logical-mathematical, visual-spatial, musical-rhythmic, verbal-linguistic, bodily-kinesthetic, intrapersonal, interpersonal, existential, and naturalistic. Individuals construct their distinct cognitive frameworks by engaging in activities that are highly valued within their respective cultural contexts. The present article furnishes a comprehensive outline of the rationales and plausible scenarios for deliberating MI theory with pre-service educators during their teacher training. This study examines the significance of Universal Design for Learning (UDL) and comparable models in the context of teacher training, taking into account the distinctions between the semantic theoretical foundations of intelligence in Multiple Intelligences (MI) theory and learning styles theory.

This paper presents findings from an action research project that investigated the application of Multiple Intelligences (MI) theory in classrooms and schools. It shows how MI theory was used in the project as a basis for suggestions to generate classroom practices; how participating teachers evaluated the project; and how teachers responded to the professional experience. Teachers reported successful student outcomes including more interest and motivation, better recall and deeper understanding, higher attainment, improved self-esteem, and more fun and enjoyable classroom experiences. For teachers themselves, the project was a challenge. They needed more planning time, more persistence, more collegiality, and more management support. All involved in the project found the experiment worthwhile, exciting, and a stimulus for radical change in their pedagogic practice and thinking. Teachers renamed and extended existing practices to include MI approaches and this led to a methods-shift and, ultimately, to indications of a mind-shift. It was apparent in the Irish MI Project that the premising of curriculum content and delivery, state certificate assessment, school organisational practices, and attitudes on a narrow, untenable and unfair construct of intelligence can result in educational exclusion and disadvantage for many students. Thus, it is suggested that the agency of intelligence in educational failure merits attention.

With the ongoing digital transformation in education, digital resources are increasingly applied in lower secondary Chinese language teaching, yet their use still lacks systematic pedagogical guidance. Based on a survey of Chinese teachers in Ho Chi Minh City, this study examines the effectiveness of digital resources through the lens of Multiple Intelligences (MI) theory. Findings reveal that digital tools are effective in supporting linguistic, spatial, musical, and bodily-kinesthetic intelligences, but show clear limitations in supporting logical-mathematical, intrapersonal, interpersonal, and naturalist intelligences. These gaps suggest the urgent need for instructional design that leverages Multiple Intelligences theory to create digital resources that are personalized, interactive, and feedback-oriented. Such resources can better accommodate diverse learning styles, promote student engagement, and enhance the overall effectiveness and sustainability of Chinese language teaching at the lower secondary level.

After Gardner had introduced the Multiple Intelligence (MI) theory, many researchers tried to find out the possibilities of applying this theory in the education domain. Moreover, the effects of different kinds of athletic applications on intelligence development within the framework of this theory have also been under investigation. This study also tried to explore the possible effects and relations of athletic participation in school sports competitions on MI types of high school female students. For this purpose MI inventory was applied to 198 female students and the data derived from this inventory was evaluated through SPSS 19.0 package programme using descriptive statistics, independent samples t test and Pearson Product Moment Correlation test. The t test results of this research clearly pointed out that participation to athletic activities had significant effects on the verbal/linguistic and bodily/kinaesthetic intelligence development of the students which was also verified through correlation analysis. Besides, correlation analysis showed that there was a significant positive relationship between interpersonal intelligence and sport experience.   Key words: multiple intelligence theory, intelligence, female athlete students.

Multiple intelligences (MI) theory (Gardner, 1983), a pluralistic conception of intelligence, has been adopted by educators in a variety of ways to improve teaching and learning. Some adaptations have included exploring learning styles, designing lesson plans, developing integrated curricula, and adopting authentic forms of assessment. In this case study, a high school science teacher, Jade (a pseudonym), explored MI theory and used it as a conceptual framework to make decisions about how to structure her Grade 9 science curriculum. In studying the case, a variety of data sources and methods were used, including audiotaped planning meetings and interviews, classroom observations, teacher‐generated concept maps, and reflective journals. This article describes Jade's initial explorations of the theory, how she incorporated the theory into her daily teaching, and the outcomes of the study for Jade and her students. In addition, tensions and challenges experienced by Jade in applying the theory to pr...

This study delves into the intersection of multiple intelligence theory and mathematical pedagogical simulation methods, exploring the combined impact on grade three children’s academic Mathematics attainment set against the backdrop of ongoing debate around multiple intelligence (MI) theory, with some researchers questioning its validity and labelling it as a ”neuromyth” due to perceived lack of empirical evidence. Therefore, this research argues for the continued relevance and critical evaluation of multiple intelligences (MI) theory in the educational context. Using a mixed-methods approach, the study examines how incorporating diverse intelligence preferences into Mathematics instruction influences the Mathematics outcomes of grade three children. The findings reveal a significant positive correlation between students’ intelligence preferences and their academic attainment in Mathematics (p < 0.05), indicating that tailored instruction aligned with dominant intelligence preferences enhances learning outcomes. 32.1% of children who enjoyed asking life questions scored above average in Math, compared to only 13.0% of those who disagreed (χ² = 144.158, p = .000). Instruction that caters for diverse intelligence preferences leads to improved academic attainment in Mathematics. The study underscores the value of recognizing and incorporating children’s endowed competences into mathematical pedagogical simulation methods. Ultimately, the research contributes to the ongoing discourse on MI theory, highlighting its potential to inform effective teaching practices, to enhance students’ outcomes in Mathematics education when integrated into mathematical pedagogical simulation methods, and to advocate for a nuanced understanding of intelligence preferences to foster a more inclusive and supportive mathematics learning environment.

Waldorf Education follows a holistic approach of children’s development, where the fundamental characteristics are creative/artistic activities, integrating imagination-based teaching methods to support and enhance the development of children’s and adolescents’ physical, social, emotional, and cognitive skills. Neuroeducation provides the most relevant level of analysis for resolving today’s core problems in education. Multiple Intelligence (MI) theory investigates ways of using the theory as a framework in school for improving work quality, collaborations, opportunities for choice, and a role for the arts. To that end, we provide a systematic literature review that critiques and synthesizes representative literature on these three topics in order to reveal new perspectives towards a novel transformative educational paradigm in a digitized society. A comprehensive analysis of theoretical and empirical articles between 2000 and 2019 is provided. The search included five main academic databases (ERIC, Web of Science, ScienceDirect, SpringerLink, and Scopus) using predefined selection criteria. In total, 321 different articles were screened, from which 43 articles met the predefined inclusion criteria. The results indicate a correlation between pedagogical practices of Waldorf schools and MI theory compatible teaching practices and between Waldorf schools and neuroeducation. Further empirical research examining different facets of this relationship is still needed to establish live and effective schools as Learning Organizations.

This article aims to analyze the intelligence of Ava in Ziggy's novel Di Tanah Lada using Howard Gardner's theory of multiple intelligences with a descriptive qualitative method. This study uses reading, listening, and note-taking techniques. The results of this study indicate that Ava has linguistic, logical or mathematical, visual or spatial, musical, interpersonal, and intrapersonal intelligence. The results of this study contribute to a better understanding of the characteristics of human intelligence and the development of Howard Gardner's theory of multiple intelligences in the field of literature