According to Gardner – a psychologist and Professor at Harvard University’s Graduate School of Education, intelligence is:
- The ability to create an effective product or offer a service that is valued in a culture
- A set of skills that make it possible for a person to solve problems in life
- The potential for finding or creating solutions for problems, which involves gathering new knowledge
MI is one of the most permanent theories in the field of education nowadays. There are many somewhat independent mental abilities in man based on brain-based research and personal interviews, developmental, cognitive and neural psychology.
MI emerged as a major strategy for improving students’ achievement across the curriculum of learning abilities or underachievers. Students can use techniques that stimulate their minds in specific ways in different fields, including Arts, Manipulations, Music, Body tools, scientific stories, narratives, Trips…
In addition, MI can help students to activate their latent abilities and find out which of the MI they are strongest in. For example, some students may have special abilities that do not emerge in the traditional educational system, so the MI test will search for solution strategies that can be used to help them. By this way, the students are able to display their strengths and interests.
According to MI theory, indentifying each student’s intelligences has powerful influence in the classroom. If a child’s intelligence can be identified, the teachers can settle different children more successfully according to their orientation to learning. Therefore, giving children MI test is very necessary; that bases on nine intelligences, they are:
- “Existentialist: children who learn in the context of where human kind stands in the ‘big picture’ of existence. They ask ‘Why are we here?’ and ‘What is your role in the world?’ This intelligence is seen in a discipline of philosophy.
- Linguistic/Verbal: Children who demonstrate strength in the language arts: speaking, reading, writing, listening. These students have always been successful in traditional classrooms because their intelligence lends itself to the traditional teaching.
- Mathematical/Logical: children who display an aptitude for numbers, reasoning and problem solving. This is other half of the students who typically do well in traditional classroom where teaching is logically sequenced and students are asked to conform.
- Bodily/Kinesthetic: Children who experience learning best through activities such as games, movement, hand-on tasks, building. These students were often labeled ‘overly active’ in traditional classroom where they were told to sit and be still.
- Musical/Rhythmic: children who learn well through songs, patterns, rhythms, instruments and musical expression. It is easy to overlook children with this intelligence in traditional education.
- Interpersonal: children who are noticeably people oriented and outgoing and do their learning in groups or with partner. These children may have typically been identified as ‘talkative’ or ‘too concerned about social’ in a traditional setting.
- Intrapersonal: children who are especially in touch with their own feelings, values and ideas. They may tend to be reserved, but they are actually quite intuitive about what they learn and how it relates to themselves.
- Naturalist: children who love the outdoors, animals, field trips. More than this, these students love to pick up on subtle differences in meanings. the traditional classroom has not been settling to these children.
- Visual/Spatial: children who learn best visually and organizing things spatially. They like to see what they are talking about in order to understand. They enjoy charts, graphs, maps, tables, illustrations, art, puzzles, costume – anything eye catching.”
Here is intelligence table with its Skills and Career Preferences: