Howard Gardner's Theory
Howard Gardner's Theory of Multiple Intelligence helps educators to better understand that students can be gifted in different areas associated with learning. Having this understanding helps educators to better develop lessons for students who display talented and gifted characteristics.
Gardner’s multiple intelligences theory is based on the belief that “traditional psychometric views of intelligence are too limited.” He first outlined the theory of multiple intelligences in 1983 when he published Frames of Mind: The Theory of Multiple Intelligences. In his book, he discusses eight different intelligences as well as a possible ninth intelligence known as “existentialist intelligence.”
Gardner (1983) puts forth a definition of intelligence as "the ability to solve problems, or to create products, that are valued within one or more cultural settings - a definition that says nothing about either of the sources of these abilities or the proper means of testing them" (p. x).
Gardner (1993) further expands his definition: Intelligence is a biopsychological potential. Whether or not and in what respects an individual may be deemed intelligent is a product in the first instance of genetic heritage and psychological properties, ranging from cognitive powers to personality dispositions. Recent advances in cognitive studies suggest how best to conceptualize intelligence. (p. 51) Gardner clarifies the term biopsychological potential by stating that "all members of the species have the potential to exercise a set of intellectual faculties of which the species is capable" (p. 36). In his discussion on giftedness, Gardner (1993) defines it with the following statement:
Giftedness is a sign of precocious biopsychological potential in whichever domains exist in a culture. An individual who advances quickly, who is at promise in an available task area or domain, earns the epithet gifted. Individuals can be gifted in any area that is recognized as involving intelligence. (p. 51)
In his discussion on giftedness in education, Gardner (1993) offers several points to consider: (a) The educational community must decide on what is giftedness in their particular culture. (b) The adoption of a developmental approach that recognizes children of different ages have different needs. (c) Decide what kinds of educational models will be provided to children. (d) Keep in mind that the child is a child first and more important then exhibited gifted characteristics. (e) Realize that there are cultural values that cause tension between equity and excellence especially in a time of limited resources. (p. 60-61) MI Theory gives a framework with broad implications for the identification and education of gifted students. Gardner (1993) has established a developmental gifted matrix that ranks from intelligence, giftedness, prodigiousness, expertise, creativity, and ending with genius. Each of these categories are delineated by "(a) sphere (physical and emotional environment), (b) age focus, (c) domain/field status and, (d) relevant issues" {p. 55).
sources:
Howard Gardner's Multiple Intelligences Theory and His Ideas On Promoting Creativity (usm.edu)
Giftedness: Important Theorists and Theories – Gifted Education (wordpress.com)
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