Multiple Intelligences
Also known as: MI
Gardner's framework of distinct intelligences: linguistic, logical, spatial, musical, kinesthetic, interpersonal, intrapersonal, naturalistic.
Multiple Intelligences was developed by Howard Gardner at Harvard, presented in Frames of Mind: The Theory of Multiple Intelligences (1983) and elaborated in subsequent works including Intelligence Reframed (1999). Gardner argued that the unitary IQ-based conception of intelligence dominant in psychology was inadequate, and that there are at least seven (later expanded to eight or nine) relatively distinct intelligences: Linguistic, Logical-Mathematical, Spatial, Musical, Bodily-Kinesthetic, Interpersonal, Intrapersonal, Naturalistic (added 1995), and Existential (proposed but not fully accepted by Gardner). Each intelligence was theorized to have distinct neural substrates (supported by selective brain damage), evolutionary origin, developmental trajectory, and exceptional individual exemplars. The framework had enormous influence on education and popular culture, supporting calls for curricular diversity beyond the linguistic-logical bias of conventional schooling. However, Gardner's specific dimensional structure has not been supported by mainstream cognitive psychology research — psychometric studies consistently find that the proposed intelligences correlate substantially (consistent with general intelligence g rather than independent factors), and Gardner's distinction between 'intelligence' and 'talent' has been argued to be definitional rather than empirical. Gardner himself has acknowledged the disconnect, describing MI as 'a set of useful fictions' for educational purposes rather than a validated psychological model. The framework's pedagogical influence persists despite its contested empirical foundations.
Core components
- Eight principal intelligences: Linguistic, Logical-Mathematical, Spatial, Musical, Bodily-Kinesthetic, Interpersonal, Intrapersonal, Naturalistic
- Existential proposed but not formally adopted
- Each with distinct neural substrate, evolutionary origin, developmental trajectory
- Distinction from unitary IQ
- Critique of linguistic-logical bias in conventional schooling
- Pedagogical implication of curricular diversity
- Gardner's own acknowledgment that MI may be 'useful fictions' rather than validated psychological model
Primary use case
Education and curriculum design (calls for varied instructional approaches); influence on differentiated instruction and inclusive education; popular and professional development frameworks for thinking about diverse strengths; foundation for some assessment alternatives to standardized testing; ongoing influence in K-12 education despite empirical critique.
Common criticisms
- Mainstream cognitive psychology research does not support Gardner's specific dimensional structure — psychometric studies consistently find the proposed intelligences correlate substantially, consistent with general intelligence g rather than independent factors (Visser, Ashton, Vernon 2006 and others)
- Gardner's distinction between 'intelligence' and 'talent' has been argued to be definitional rather than empirical (Sternberg)
- the proposed intelligences vary in how well they meet Gardner's own criteria
- selective brain-damage evidence is more compatible with modular cognition generally than with eight specific intelligences
- commercial MI assessment industry has shaped widespread educational adoption despite weak empirical foundation
- Gardner himself has described MI as 'a set of useful fictions' for educational purposes, which is honest but somewhat undermines the empirical case
- popular MI adoption is sometimes conflated with disconfirmed learning-styles claims.
Lineage
- Siblings
- Experiential Learning