Running head: ITS HOW YOU ARE SMART THAT MATTERS

Its How You Are Smart That Matters:

The Theory of Multiple Intelligences and Its Effect on the Classroom
Laura Burke
North Greenville University

ITS HOW YOU ARE SMART THAT MATTERS

Its How You Are Smart That Matters:

The Theory of Multiple Intelligences and its Effects in the Classroom
Intelligence - a word with numerous definitions, connotations, and uses. However, due to
these various and often contradictory definitions, intelligences true self has been hidden from
view. Even with such advancements in the field of psychology, a majority of people still retain a
very narrow idea of what intelligence is. This fact is especially true in the education system
today, where students are measured for intelligence solely to determine how knowledgeable they
are. Howard Gardners theory of multiple intelligences, however, refutes this idea, stating that it
is not merely how smart you are that matters. Rather, what really counts is how you are
smart (Wise, 2002, p.1). The theory of multiple intelligences not only changes the common
definition of intelligence, but has great implications on the very workings of the education
system.
Over the years, education has constantly searched for a definitive way to measure
intelligence. When the first intelligence test was created in France in 1904, such testing quickly
spread to America and was quickly implemented into the school system (Armstrong, 2009, p.5).
However, these tests did have their shortcomings. In order for intelligence, or IQ, tests to be
successful, they assume that intelligence is a solitary skill that could be objectively measured
and reduced to the single number or IQ score (Armstrong, 2009, p. 5). However, a certain
psychologist named Howard Gardner came forward in 1984, claiming that education had
incorrectly defined the term intelligence. In his book Frames of the Mind, Gardner contends
that intelligence is not a concept that can be limited to one definition. Instead, Gardner presents
the theory that human beings are better described as having a set of relatively autonomous
intelligences (Gardner, 1993, p. xii) that define ones strengths and weaknesses.

ITS HOW YOU ARE SMART THAT MATTERS

However, to truly understand this new definition of intelligence, one must understand the
various parts of intelligence. In his theory, Gardner outlined eight different kinds of intelligence,
stating that although everyone has a certain amount of each, each person has a particular
intelligence in which they excel (Armstrong, 2014, p. 5). These intelligences work hand in hand
to help us accomplish not only educational tasks but everyday activities. By expanding the idea
of intelligence from one dimension to eight, Gardner fleshed out intelligence so that it was not
only about smarts when it came to language and mathematics, but touched on all areas of ones
skills, even things that would not usually be considered a part of education. So, rather than
proficiency in math and language defining ones overall smarts, they became just one piece of
the puzzle that makes up the term intelligence.
The first type of intelligence Gardner termed linguistic intelligence, which he
defined as the capacity to use languageto express whats on your mind and to understand
other people (Baum, Viens, & Slatin, 2005, p. 14). An individual with this particular skill is
highly aware of word meanings and structure, as well as the various workings of language, such
as grammar (Howard & Hatch, 1989, p. 6). Due to their proficiency in this area, people with
high linguistic intelligence often excel in writing, public speaking, and reading (Armstrong,
2014, p. 9). While this category deals with words, logical-mathematical intelligence deals with
using numbers. Individuals with high amounts of this intelligence have a great capacity to use
numbers effectively and also are very good at understanding relationships between abstract
ideas (Armstrong, 2009, p. 6). Logical-mathematical intelligence is seen in action in professions
such as that of mathematicians, scientists, and engineers.
Another dimension of intelligence that is linked to logical-mathematical intelligence is
spatial intelligence. Otherwise described as picture smart (Armstrong, 2014, p. 64), this type

ITS HOW YOU ARE SMART THAT MATTERS

has the ability to perceive the visual-spatial world accurately and then take that information
and transform it into something more concrete (Gardner, 1989, p. 6). This intelligence is
especially apparent in people who are very artistic and inventive. However, having high spatial
intelligence also includes being able to visualize objects very well and change them in ones
mind (Armstrong, 2009, p.7). For example, when a math problem asks the reader to rotate a
square a certain amount of degrees, spatial intelligence would be used to rotate the block
virtually without much difficulty.
However, Gardner does not limit intelligence to typical, school related areas. He also
includes intelligences that deal with actions outside the mental processes. Bodily kinesthetic
intelligence is a prime example of Gardners expansion of the definition of intelligence. An
individual with this intelligence shows expertise in using ones whole body to express ideas and
feelings rather than through writing or speaking (Armstrong, 2009, p.7). Due to this talent,
body-kinesthetically intelligent people have the capability to control precise bodily movements
with relative ease and are skilled at handling objects (Silver, Strong, & Perini, 2000, p.8).
Professional sports players, dancers, and carpenters are just a few examples of areas where
bodily-kinesthetic intelligence is key. Another type that relates to physical skills is that of
musical intelligence. Not only are the musically intelligent able to understand the various parts of
music, such as rhythm and pitch, but are also proficient when playing music (Gardner, 1989, p.
6). In addition, they are very aware of musical patterns in everyday life, such as rhythms in
words and sentences (Silver, Strong, & Perini, 2000, p. 8).
Gardners theory of multiple intelligences also extends into the social aspects of life.
Two of Gardners intelligences deal with ones perceptions first of others, then of oneself.
When one has the capacity to decipher others feelings, emotions, and motivation, this individual

ITS HOW YOU ARE SMART THAT MATTERS

would be said to have high interpersonal intelligence (Brown & Lieplot, 2000, p. 1). This person
would be very good at negotiating and being part of a team environment (Armstrong, 2014,
p.111). However, being very interpersonally intelligent does not necessarily equal extroversion,
for one can have a great understanding of peoples emotions and not be the loudest voice in the
room. On the opposite side of the spectrum of understanding emotions lies intrapersonal
intelligence. This intelligence is all about the internal, about understanding ones own feelings
and the ability to draw upon them to guide behavior (Gardner, 1989, p. 6). People with high
amounts of intrapersonal intelligence usually work best autonomously (Silver, Strong & Perini,
2000, p. 8), and succeed in a large variety of careers, from actors to investigators to teachers
(Armstrong, 2014, p. 149).
The final intelligence natural intelligence was in fact not an original part of Howard
Gardners theory. Gardner added it later, after putting it against various tests and concluding that
it too was a part of the definition of intelligence (Armstrong, 2009, p. 11). A person with this
particular intelligence would show expertise at using patterns and features of the natural
world to classify and categorize natural objects and living things (Silver, Strong, & Perini,
2000, p. 8). People with natural intelligence not only enjoy knowing about nature, but also love
working with plants and animals. In addition, they love to be surrounded by the natural world,
and often have careers in zoology, paleontology, and botany. These eight categories transform the
term intelligence from a stark, black-and-white guideline to a multi-dimensional, layered
concept.
With such a change in the definition of intelligence, it seems only natural that a change in
the way intelligence is seen in the classroom should follow. However, when it comes to
education, this, unfortunately, is not the case. The majority of intelligence tests used in education

ITS HOW YOU ARE SMART THAT MATTERS

today are based on only two areas: linguistic intelligence and logical-mathematical intelligence.
This pattern also appears in the classroom, where these two intelligences dominate instruction
and becoming a determining factor in a students success in school (Gardner & Hatch, 1989,
p.3). Due to this trend, many students do poorly in school or begin to lose their love of and
interest in learning. While linguistic and logical-mathematical intelligence are important to learn,
the other areas of intelligence need to be highlighted in the classroom as well. Not every student
will be gifted in these two intelligences, but that should not mean that they are not given a
chance to use their high intelligence areas and to succeed.
When it comes to applying this theory of multiple intelligences to the classroom, teachers
can apply many different strategies to help foster the right environment. The first step towards
this type of classroom is to inform students about the different types of intelligence. Having the
students take a test to determine their strong areas of intelligence will aid them in understanding
what intelligence truly is (Brown & Liepolt, 2004, p. 7). After giving the opportunity for the
students to grasp the concept of intelligence, the teacher should then make adjustments to the
way he or she teaches. First, it is important to individualize teaching, rather than having a one
size fits all mentality. While a teacher may not be able to cater to every childs specific needs,
by using this theory as a guideline one can create an environment where every student is
comfortable and can learn effectively (Strauss, 2013, p.2).
A teacher should not only treat students as individuals but also expand or pluralize
the way they present material. Rather than always giving lecture-style instruction, one should
present information in various ways, whether visually, orally, or through movement (Strauss,
2013, p.2). Through this change, all students have the opportunity to learn in the way that best
fits their intellectual strengths. A good example of this strategy in action is by having students

ITS HOW YOU ARE SMART THAT MATTERS

create portfolios. In a portfolio style project, one can give opportunities for students with high
musical intelligence, spatial intelligence, and natural intelligence to succeed, not just the students
who are linguistically intelligent (Brown & Liepolt, 2004, p.7). A third strategy that helps foster
multiple intelligences in the classroom is to provide the students with real-world applications.
Problems that are based in reality help children see how their type of intelligence fits within the
world outside the classroom, and thus use their smarts properly. By creating an environment that
accommodates all the eight types of intelligence, the classroom of today can become not a
factory, but a cultivating ground for each childs special skills and knowledge.
Numerous benefits exist when one has a classroom based on the multiple
intelligence theory. Learning has been shown to increase in classrooms that incorporate activities
that include art, athletics, and music along with the standard material (Brown & Liepolt, 2004, p.
6). Also, by exposing children to all the different intelligences, children form a better
understanding of the world around them. Multiple intelligences represent the kind of content
students will find in the world (Silver, Strong & Perini, 2000, p. 70), and learning how to solve
real world problems using various intelligence types helps them not only understand their own
learning process but also that of others. Students also gain a greater understanding of themselves
from a multiple intelligences approach. Since the children are allowed to cultivate their areas of
strength, they become more motivated to succeed. With this new motivation comes a greater
sense of self-esteem and worth (Brown & Liepolt, 2004, p.7). These positive effects, and others
like them, show just how effective approaching classroom instruction through Gardners theory
of multiple intelligences can be.
Through the work of Howard Gardner, the way that intelligence is defined
has been transformed into a concept that fully encompasses the true scope of the term. In

ITS HOW YOU ARE SMART THAT MATTERS

education, this new definition can be used to expand the effectiveness of classroom instruction to
reach all learners. The multiple intelligences theory and its shattering of the existing twodimensional idea of intelligence truly shows just how much potential can be had when the
concept of fitting only one mold is eliminated. Unfortunately, while there have been
advancements in implementing multiple intelligences in education, in many schools the fitting
the mold mentality still remains. Education is supposed to expand childrens horizons, not limit
them. Therefore, teachers should do their best to show their students that intelligence does not
merely mean word smart but also body smart, music smart, nature smart, picture smart, people
smart, and self-smart. If teachers do so, students will not only gain a greater understanding of
themselves and the world but be motivated to use their talents and abilities to excel and improve
the world for so many others.

ITS HOW YOU ARE SMART THAT MATTERS

References
Armstrong, T. (2009). Multiple intelligences in the classroom. Alexandria, VA; ASCD
Publishers.
Armstrong, T. (2014). Youre smarter than you think: A kids guide to multiple intelligences.
Minneapolis, MN; Free Spirit Publishers.
Baum, S.; Viens, J.; & Slatin, B. (2005). Multiple intelligences in the classroom: A teachers
toolkit. Alexandria, VA: ASCD Publishers.
Brown, J. & Liepolt, W. (2004). Tapping into multiple intelligences. Retrieved from:
http://www.thirteen.org/edonline/concept2class/mi/index.html.
Gardner, H (1993). Frames of the mind: The theory of multiple intelligences. New York, NY:
Basic Books.
Gardner, H. & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of
the theory of multiple intelligences. Educational Researcher, 70, (8), 4-10. Retrieved
from: http://www.sfu.ca/~jcnesbit/EDUC220/ThinkPaper/Gardner1989.pdf.
Silver, H.F., Strong, R.W., & Perini, M.J. (2000). So each may learn: Integrating learning styles
and multiple intelligences. Alexandria, VA; ASCD Publishers.
Strauss, V. (2013). Howard gardner: Multiple intelligences are not learning styles. Retrieved
from: http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/10/16/howardgardner-multiple-intelligences-are-not-learning-styles/.

ITS HOW YOU ARE SMART THAT MATTERS

Wise, J. (2002). Multiple intelligences theory. Retrieved from:

http://serendip.brynmawr.edu/biology/b103/f01/web2/wise.html

10