Intelligence

In this society, we are nearly “brain-washed” to restrict the notion of intelligence to a person’s capability in solving mathematical problems. However, this is not the case. Howard Gardner, a psychologist, redefined intelligence as “the capacity to solve problems or to fashion products that are valued in one or more cultural settings.” Also, his work has shown that thinking of intelligence only in terms of standard “IQ” (intelligence quotient) scores is not always useful because traditional IQ tests measure a narrow range of skills. For instance, the most commonly used intelligence quotient test, the Wechsler Intelligence Scale for Children, is limited to verbal, math, and perceptual skills. It will yield only a low score for children who are weak in these areas but who are gifted artistically or musically, or those who have exceptional social and emotional skills. Hence, Howard Gardner suggested that rather than having a fixed intelligence, people can be intelligent in eight different ways –verbal, logical, musical, visual, kinesthetic, interpersonal, and intrapersonal intelligences.
The first of seven intelligences is the linguistic or verbal intelligence. Children who are strong in this area may like to play with words and the sounds of language. Also, they are good at telling stories, love looking at and hearing books read. Lastly, they experiment with writing.
Second, children who show talent in logical or mathematical intelligence may like to reason and solve problems. They tend to explore patterns and categorize objects. They also ask questions and experiment. Finally, they count and understand one-to-one correspondence.
In addition to logical intelligence, Gardner discovered the musical or rhythmic intelligence. Children with this intelligence may sing, hum, or whistle to themselves. They see patterns in music and nature. Also, they may be sensitive to environmental sounds and the human voice. They may also respond to music emotionally.
Also, spatial or visual intelligence is one of the categories Gardner discussed. Children who are strong in this area may think in images. They know everything in the classroom is located. They may be fascinated with the way things work and take toys apart to see how they work.
Next, he discussed about bodily or kinesthetic intelligence. Children with talent in this area may have good fine motor skills and coordination. They learn by moving and not by sitting still. They may be athletic or good dancers.
Additionally, Children who are strong in interpersonal intelligence may have several best friends. They may be good at resolving conflicts. Also, they may be leaders and group organizers and “read” other people’s feelings and behavior correctly.
Finally, the last of the seven intelligences Mr. Gardner proposed is the intrapersonal intelligence. Children with this intelligence may be aware of their emotions. They express their feelings well. They may also require private space and time. They have realistic knowledge of their own strengths and challenges.
In conclusion, these, then, are the seven intelligences that Howard Gardner has discovered and described in his research. While people all possess, to some extent, intelligence in all of these areas, most exhibit higher levels in one or more areas. Moreover, not one intelligence exists by itself, so there is an interaction between and among each intelligence. Gardner explains that people have the capacity to develop all of their intelligences if given appropriate encouragement, enrichment, and support. With this knowledge, the purpose of school is to enable each student to reach his utmost potential through his particular spectrum of intelligence. Hence, people who are helped to do so will serve the society in a more productive way.