1.

Multiple Intelligences defined

Dr. Gardner defined multiple intelligence as a set of abilities, talents or
mental skills that all individuals possess to a greater or lesser extent.
According to him, all individuals possess each of the eight intelligences to
some extent, although individuals will differ in the degree of skills and in the
nature of their combination. Gardner stresses that it is the interaction
between the different intelligences that is fundamental to the workings of the
mind and that in the normal course of events, the intelligences actually
interact with, and build upon, one another. This theory had been widely
accepted in all fields, specifically the field of psychology and education. This
theory made a revolutionary change in the conventional learning styles and
curriculum. This theory triggers many more countries to have educational
reforms to maximize the students absorption of knowledge and skills to be
processed through transfers depending on their understanding. Gardner
identified eight different kinds of intelligence:
a. Linguistic Intelligence (word smart) refers to the ability to use
words and language, both written and spoken. Such learners have
highly developed auditory skills and are fluent speakers. They think
in words rather than pictures.
Their skills include listening,
speaking, writing, storytelling, explaining and teaching.
b. Logical Intelligence (logic smart) refers to the ability to reason,
apply logic and work with numbers.
Such learners think
conceptually in logical and numerical patterns, making connections
between pieces of information. Their skills include problem solving,
classifying and categorizing information, thinking logically,
questioning, carrying out investigations, performing mathematical
calculations and working with geometric shapes.
c. Visual-spatial Intelligence (picture smart) refers to the ability
to perceive the visual. Such learners tend to think in pictures and
need to create vivid mental images to retain information. Their
skills include understanding charts and graphs, sketching, painting,
creating visual images and constructing, fixing, and designing
practical objects.
d. Musical Intelligence (music smart) refers to the ability to
produce and appreciate music. These musically inclined learners
think in sounds, rhythms and patterns. They immediately respond
to music either appreciating or criticizing what they hear. Their
skills include singing, playing musical instruments, recognizing
sounds and tonal patterns, composing music and remembering
melodies.

e. Bodily Kinesthetic Intelligence (body smart) refers to the

ability to control body movements and handle objects skillfully.
Such learners express themselves best through movement. They
have a good sense of balance and hand-eye coordination. Through
interacting with the space around them, they are able to
remember and process information. Their skills include dancing,
physical coordination, sports, crafts, acting, miming and using their
hands to create or build.
f.

Interpersonal Intelligence (people smart) refers to the ability

to relate to and understand other people. These learners are able
to sense feelings, intentions and motivations and are adept at
recognizing non-verbal language, for example body language.
Their skills include seeing things from other perspectives, listening,
using empathy, understanding other people's moods and feelings
and communicating both verbally and non-verbally.

g. Intrapersonal Intelligence (self smart) refers to the ability to

understand ourselves, who we are, and what makes us the way
that we are. Such learners are able to recognize their own
strengths and weaknesses and have a capacity for self-analysis,
awareness of their inner feelings, desires and dreams, evaluating
their thinking patterns and reasoning with themselves.
h. Naturalist intelligence (nature smart) ) refers to the ability to
recognize, categorize and draw upon certain features of the
environment. It 'combines a description of the core ability with a
characterization of the role that many cultures value.
2. Learners Awareness to Multiple Intelligences
Since the fields of education have embraced the theory of multiple
intelligences, its idea and mechanism had been integrated into their studies.
In addition, the topic per se was tackled in Edukasyon sa Pagpapakatao. In
this scenario, students somehow, had their prior schema in the said theory.
However, since it was tackled briefly, do the students/learners have full
awareness in regards with this theory. In addition, since the Multiple
Intelligence topics are only present in Grade 9 curriculum, do lower years
(Grade 7-8) have forethought in this theory?
To come up with concrete answers, questionnaires were asked to be
answered by 222 students from different year levels with two questions:
a. Are you familiar with the concept of Multiple Intelligences?
b. If yes, do you know what is/are your intelligence?

Table 2.5 Results on

Question number 1 with
222 students.

In the Table 2.5, we can see that most of the respondents know about
the concept of multiple intelligences with the percentage of 66% in the whole
population of the respondents. On the other hand, the remaining 34% percent
doesnt have adequate knowledge within this theory. Though inferior, the
population that said no is quite many than expected.

Table 2.6 Population of

students considering their
ages who responded Yes.

In the Table 2.6, it shows that learners in 15 years of age are the ones
who had a schema on the theorys mechanism and concepts. Verifying it, 15
year-old learners are mostly coming from Grade 9 level. Most of them knew
about it because Multiple Intelligences became a topic in the curriculum of
Grade 9s Edukasyon sa Pagpapakatao.

Table 2.7 Population of

students considering their
ages who responded No.

Table 2.7, clearly displays that 59% of the respondents whose age is 16
years old and above, and doesnt have prior knowledge regarding the theory.
In addition to this, ages ranging from 16-19 which is in Grade 10, widely
contributes to the graph, given that Multiple Intelligences is only taught to
Grade 9 learners. In Grade Nines Edukasyon sa Pagpapakatao.
Based on the data presented, learners ranging from 12-14 years of age
are more likely more familiarized with the concept of the Multiple
Intelligences compared to the ones whose age is ranging from 15-19 years
old. Considering that 12-14 years old students are still in Grade 7-9 and 15-19
years old is of course in the 10 th Grade. Given that, the Edukasyon sa
Pagpapakatao is only taught to Grade 9.

Table 2.8 Results from

Question number 2 with the
total respondents of 146

Since the question number two is a conditional question, it happens

that persons who answered yes on question number one are the only ones
who can and has the privilege to answer question number two. Among 222
students in total, 146 of them answered yes on the first question. And
among those 146, 140 students answered yes on question number two;
which covers the 96% of the population. The remaining 4% are students who
answered no.
With this data given, we can imply that even learners are aware of the
concepts of Multiple Intelligences, some of them, though inferior, are still
confused what might be their applications within themselves. Also, the
reason why they answered no might be because they are minimally confused
and/or are not completely aware and has questions concerning Multiple
Intelligences. Students possibly lacked in resources like books and other
write-ups that tackle and discuss the said theory. Knowing this, it is to be
expected that some or a part of the surveyed students have little or no idea
regarding the topic.
This data also shows that most students are aware of the Theory of
Multiple Intelligences and proves that less effort will be needed because only
a small fraction needs to be educated about the theory.

Table 2.9 Population of

students considering their
ages who responded Yes
in Question 2.

Respondents who are currently in 16 years of age take over 31% of the
whole population of respondents who said that they know their intelligence/s.
This data quietly shown that awareness of one learner in regards with his or
her intelligence might take some time. In line with this statement, learners in
their 12 years of age were the ones who taked an inferior population on ones
awareness towards their intelligence/s.
3. Messages of the Theory of Multiple Intelligences

The said theory, suggests that:

a. We are all born with a unique mix of all eight intelligences.
Naturally, a person, no matter the state of health or living, possesses a
certain mixture or combination of any of the eight intelligences,
making everyone unique and distinct from each other. One might have
an inclination in both logical and linguistic intelligence while another
might have an upper hand in musical and interpersonal intelligence.
This makes everyone have their own strengths and weaknesses from
the time that they are born to this world.
b. Intelligences combine in complex ways
Like any other mixture, intelligences need to be compatible with each
other first to create a desirable outcome or product. Each intelligence
as we know it has a different area of specialization. Taking this into
consideration, intelligences fit like puzzle pieces, with each their own
bumps to fill and crevices to be filled. One can say that complexity in
this is of the combinations is the simplest way of getting the mixture
right. To get the right and most effective combination, one should know
the gaps of one intelligence and use the other intelligence to fill those
gaps. It might sound simple but knowing and identifying the ups and
downs of a certain intelligence is complex enough.
c. There are many ways to be intelligent within each category.
Being intelligent in one category doesnt mean mastering it as it is.
One can be intelligent by simply using the intelligence in the most
righteous ways. Simply by learning the English language and its turns
and corners all the while using it as a fine medium of communication
and a way to establish rapport as well as create ties gives you the
honor to be called as a developed user of the Linguistic Intelligence.
This shows that mastery is not simply getting the gist of the topic, but
learning it in the simplest ways and to apply it the way it should be
from the perspective of others and yours respectively.
d. Most people can develop each intelligences to an adequate level of
competency.
In developing ones intelligences, the span or the ability to reach the
peak of the said intelligences is limited. In most cases, people are able
to hone their intelligences to a certain extent until they become
stagnant and the level of honing achieved will remain the same. After
fully developing certain intelligence, the person can then proceed in
improving another. If done effectively, one can maximize the

circumstance in which they get the chance to improve any of their

intelligences and all intelligences can be fully developed in a short
span of time.
e. Schools tend to focus mainly on three intelligences, those associated
with academic intelligence, that is, linguistic, visual and
logical/mathematical.
Schools nowadays, especially in the Philippines, only consider
intelligence as the childs aptitudes and capabilities based on their
academic performance, whereas based on the traditional IQ or
intelligence tests. These tests are centered on a test called the
Stanford-Binet, founded on the idea that intelligence is a single,
unchanged, inborn capacity. The test only measures five weighted
factors and consists of both verbal and nonverbal subtests. The five
factors being tested are knowledge, quantitative reasoning, visualspatial processing, working memory, and fluid reasoning. Considering
that a musical virtuoso learner who wasnt aware of its capabilities and
skills would be frustrated if it sees its failing grades in the StanfordBinet test which only measures its reasoning, memory and visualspatial processing. Gardner argues for making assessment a natural
part of the learning environment. Assessment is then built into the
learning situation much like the constant assessment of skills that
occurs in apprenticeship or the self-assessment that occurs in experts
who have internalized a standard of performance based on the earlier
guidance of teachers. The ecological validity of assessment is also at
issue according to Gardner (1993). Predictive validity of traditional
intelligence tests may be psychometrically sound, but its usefulness
beyond predicting school performance is questionable. Therefore,
prediction could be improved if assessments more closely
approximated real working conditions. Instruments for measuring
intelligence should also be "intelligence-fair" (1993, p.176).
Consequently, we need to reduce the bias toward measuring
intelligence through logical/mathematical and linguistic abilities and
move toward looking more directly at a specific intelligence in
operation (e.g., assessing for spatial intelligence by having an
individual navigate his or her way around unfamiliar territory). Gardner
acknowledges that this approach to assessment may be difficult to
implement. Also considering the fact that in the Basic Education
Curriculum or BEC, information in regard with a certain topic should be
digested in a chalk-talk methodology given by the teachers. In this
scenario, learners with inclinations in audio-visual intelligence (Visual,
Linguistic) are the ones who are capable of abstracting the knowledge
given by the teachers. Due to lack of empowerment in the said theory,

learners beyond those three intelligences will find it hard to cope up

with the lessons and topics in the class, which might lead to childs
educational inefficiency.
f. The school curriculum should be better balanced in order to reflect a
wider range of intelligences.
In order to achieve or to have a school that assures full development of
the intelligences of the students it caters, the curriculum of the school
should be also fit and can be vulnerable when it comes to accepting
and honing students with very diverse intelligences. Having an elastic
curriculum that can react and adapt to the needs of the students,
developing of intelligences shall be easy and more capable students
should be produced, having had their intelligences properly improved
because of the wide range for development of the curriculum of the
school.
4. Problems in regards with Education and Multiple Intelligences
Both of the populations I was working with were clueing me into the same
message: that the human mind is better thought of as a series of relatively
separate faculties, with only loose and nonpredictable relations with one
another, than as a single, all-purpose machine that performs steadily at a
certain horsepower, independent of content and context. Gardner
(Intelligence Reframed, 1999a)
a. Misconception saying that intelligence is pure knowledge only.
Many people considers a person intelligent if he or she
belongs to one of the topnochers of the class. But how do learning
system identifies who will be on the high-ranking students?
b. Sometimes though, all activities should be done in order to be truly
intelligent.
c. Generalization of activities that leads to the crossing from one scope of
intelligence to another
d. Awareness ng Proctors (Teachers, Facilitators, Trainers)
e. Willingness of learners to execute the activities those are not within
their area of interest or expertise.

5. Educational Implications to Learners

Howard Gardner's theory of multiple intelligences has not been readily
accepted within academic psychology. However, it has met with a strongly
positive response from many 5 educators. It has been embraced by a range
of educational theorists and, significantly, applied by teachers and
policymakers to the problems of schooling. Since Frames of Mind was first
published (1983) educationalists throughout the world have sought to derive
practical implications from the theory, building upon Gardners concern to
link the theory to research on children's learning in schools. To concretize this,
here are some educational implications given by the Theory of Multiple
Intelligences:
a. The theory boosts up learners enthusiasm towards learning.
The researcher Carol Dweck, has shown that our attitudes to success
strongly affect our self-motivation and our willingness to try when
learning gets tough. People, who think that their success (or the lack of
it) is down to a fixed level of intelligence, tend to give up trying to be
successful and put more effort into avoiding failure.
Getting beliefs about intelligence into the open and reflecting on them
can help people feel more positive and optimistic about both learning
and life in general. It is not about how smart you are, but how can you
get smarter.
b. The theory hastens the information absorption of the students.
This concept helps students to understand what they can and cannot
do thus giving them ample time to plan ahead and to absorb more
information concerning their intelligences. Keeping this theory in mind,
students will have a much more positive perspective therefore making
them more enthusiastic and interested in learning as well as mastering
new skills.
c. The theory helps the learners to reflect on their own perceptions about
their abilities.
Multiple intelligences can help learners to reflect on their own
perceptions about intelligence, cleverness and ability. It is important to
focus not only on the meaning of intelligence, but also on how people
become more intelligent.
d. The theory aids the learners to excel in their own field.

As the theory suggests, everyone has their own area of specialization.

Using this theory as a basis, one can identify his/her inclinations and
intelligences are, making them more able to polish their area of
specialty. Also, people can use this as a guide on whether they should
or should not change the way they handle and do things in order to
improve their strengths.
e. The theory supplements the learners deeper understanding of its role
to the classroom.
Knowing exactly where you are good in, you can have an assurance
that you have an important part in the classroom like your classmates.
One can easily identify what his/her role is in the classroom when
he/she knows what he/she excels at, hence giving the person a clear
perception of what he/she should and can do for the classroom.
f. The theory succors to contextualize what knowledge is needed to be
integrated.
The idea of having a theory is to use it as a basis or reference in
regards to what it tackles. The Theory of Multiple Intelligences can give
a person the required knowledge about his/her own intelligence and
the scope of the inclination. Also, if looked into closely, this theory also
states all the minor pieces of knowledge you need to complete a whole
division of intelligence, be it from the simplest ways to the most
complex.