A further examination of the impact of the influential concept
Gardner introduced in Multiple Intelligences (1993), and an
introduction to three new (non-IQ) intelligences. Harvard
University educator, psychologist, and MacArthur fellow Gardner
reinforces his theory that we learn and perform through a number of
intelligences. The standard, narrow definition, he avers, confuses
the notion of intelligence with a specific type of measurable
scholastic performance. Optimistic that the 21st century will
continue to usher in inventive ways of measuring a fuller sense of
the mind's potential, Gardner reviews and refines his original
definition of intelligence as "a biopsychological potential to
process information that can be activated in a cultural setting to
solve problems or create products that are of value in a culture."
Since each of us has a unique blend of skills and aptitudes, we all
have the potential to change our culture. And it is the role of
education to tap intelligences not measured in the S.A.T. Schools
must take the different human skills into account, and education
must provide "for an enhanced understanding of our several worlds -
the physical world, the biological world, the world of human
beings, the world of human artifacts, and the world of the self."
Because Gardner believes teachers must learn about each student's
background, strengths, anxieties, and goals, they should remain
with the same students for several years. No educational decisions,
he suggests, can be made without an up-to-date profile of each
individual student. Learning should involve tasks that call on a
range of abilities. The results of the 41 US schools that have been
applying MI theory for at least three years bolster Gardner's
thesis, with 78% of the schools reporting standardized test
improvements. Enlarging his original eight intelligences, Gardner
here proposes the idea of three new intelligences: naturalist,
spiritual, and existential. A significant broadening of our
understanding of intelligence and pedagogy that may expose
self-professed intellectuals as merely geeks. (Kirkus Reviews)
Harvard psychologist Howard Gardner has been acclaimed as the most
influential educational theorist since John Dewey. His ideas about
intelligence and creativity - explicated in such bestselling books
as Frames of Mind and Multiple Intelligences (over 200,000 copies
in print combined) - have revolutionized our thinking.In his
ground-breaking 1983 book Frames of Mind , Howard Gardner first
introduced the theory of multiple intelligences, which posits that
intelligence is more than a single property of the human mind. That
theory has become widely accepted as one of the seminal ideas of
the twentieth century and continues to attract attention all over
the world.Now in Intelligence Reframed , Gardner provides a
much-needed report on the theory, its evolution and revisions. He
offers practical guidance on the educational uses of the theory and
responds to the critiques leveled against him. He also introduces
two new intelligences (existential intelligence and naturalist
intelligence) and argues that the concept of intelligence should be
broadened, but not so absurdly that it includes every human virtue
and value. Ultimately, argues Gardner, possessing a basic set of
seven or eight intelligences is not only a unique trademark of the
human species, but also perhaps even a working definition of the
species. Gardner also offers provocative ideas about creativity,
leadership, and moral excellence, and speculates about the
relationship between multiple intelligences and the world of work
in the future.
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