Multiple Intelligences: Gardner's Theory. ERIC Digest.

This digest discusses the origins of Howard Gardner's Theory of Multiple Intelligences, his definition of intelligence, the incorporation of the theory into the classroom, and its role in alternative assessment practices. Gardner defines intelligence as the "capacity to solve problems or to fashion products that are valued in one or more cultural setting" (1989). Using biological and cultural research, he developed a list of the following intelligences: (1) logical-mathematical intelligence; (2) linguistic intelligence; (3) spatial intelligence; (4) musical intelligence; (5) bodily-kinesthetic intelligence; (6) interpersonal intelligence; and (7) intrapersonal intelligence. Gardner asserts that the intelligences seldom operate independently; they are used concurrently and complement each other. Accepting the theory of multiple intelligences has several implications for classroom teachers. Teachers should think of all intelligences as equally important and should structure material in a way that engages most or all of the intelligences. Although it is not practical to accommodate every lesson to all of the learning styles found within one classroom, teachers should show students how to use their more developed intelligences to assist in understanding subjects that use their weaker intelligences. Supporters of Gardner's theory argue that alternative assessment methods that allow students to explain material in their own ways allow more students to participate successfully in classroom learning. (Contains nine references.) (SLD)