[0:01]Greetings. I'm Howard Gardner. I'm speaking to you from the Harvard Graduate School of Education in Cambridge, Massachusetts. It's the beginning of July and I'm looking forward to spending the next hour with you talking about the work for which I'm best known, the theory of multiple intelligences. And I have a rough plan for the next hour. We're going to start with a distinction between intelligence and intelligences, then introduce the major points of MI, multiple intelligence theory. Some of the claims and implications of the theory. The term entry points, one of the ways of using multiple intelligence theory in teaching, how we could go about assessing people's intelligence. Some remarks about unusual special populations. And then the very big question that I've been focusing on for the last couple decades, what should we use our intelligence for, intelligence for what? And the answer would be for encouraging the good, but you'll get a lot more details if you stick with me. And at the end, we'll have a chance to summarize the the hours content. There's going to be a lot of information. It's going to come at a fairly rapid rate, but uh I hope that even as you're fast in your seat belts that you'll find it interesting and maybe even entertaining on occasion. So, um, we all know the idea of stepping on a scale to find out how much you weigh or taking a ruler to see how tall you are. For many years within psychology, there's been the notion that if you take a test called an IQ or intelligent quotient test, you can find out how smart somebody is. So, I hope you see the analogy between people's weight, their height and their IQ. Um, and this follows a perspective which is very widely accorded to in the west. And by the West, I mean, United States, Europe and parts of the world that influenced many countries in the Americas, Australia, New Zealand and so on. And the belief in the West is a single intelligence which we psychologists called G for general intelligence, it's highly heritable. That's very important. What that means is if you know how smart your grandparents are, you'll know how smart you are. That's what heritable means. And of course, that means you can't do much about your G, about your IQ, you're stuck with your grandparents. And we psychologists, we can tell you how smart you are by giving you a test or maybe looking at your brain waves or perhaps even swawving some saliva to take a look at your jeans. Now I said the the west because if you go to East Asia, to China, Japan, Korea, you'll find a different set of beliefs. In those countries, the belief is that how smart you are is a reflection of how high work. There's a saying in Japan fail with five, pass with four. If you're lazy and insist on sleeping for 5 hours, you won't pass, but if you're harder working and you're cut out an hour of sleep, maybe you'll pass. Now as you can tell by looking at me, I've been around for a long time. And I can tell you you should pick your grandparents um shrunken and you should work hard. But since you can't do anything about who your grandparents are, that's been determined. The only effort you have visit intellect is working hard and so I think in many ways the East Asian view is much healthier than the view that we've cultivated for whatever reason in the west. So, um, I wouldn't have to take up an hour of your time if I was just going to say, go give an IQ test and then you'll know how smart you are or how smart your students are. Um, about 30 years ago, a little bit over 30 years ago, I developed a very different ways of thinking about it called the theory of multiple intelligences. And It's a new theory or at least there was a new theory then. It was based on lots of different evidence from lots of different quarters. What we know about evolution, evolution of the species over a long period of time as well as evolution of the brain, the brain of homo sapiens as well as the brain of other species. Examining unusual populations, we'll talk about this at the end of the talk, individuals who are prolific, individuals are autistic, individuals who have very very jagged profile. I mean if if the notion of IQ were strictly true, if you're smart in one thing, you should be smart in everything, and if you're not smart in one thing, you shouldn't be smart in anything. MI theory, which is quite intuitive, says that you might be smart in some things, average, another, and quite poor in the third area. Um, I took a look at what what kinds of skills and knowledge was valued in different cultures, both contemporary and historically, what what was valued in the cave, what was valued in the fields of East Africa, what was valued in the South Seas. So it isn't just what you needed to do well in a modern Western school, it's a much more historical and a much broader more synoptic view. And um, unlike most psychologists who looked just at IQ, I deliberately looked at this whole range of of of findings from different disciplines. And for extra credit, I have an eight a for what counts as an intelligence and in my book frames of mind I actually run through many candidates and basically evaluate them in terms of whether they meet these criteria or not. And I have a definition. Definition lot of words talks about having the potential to process information in certain ways so that you can make something fashion a product or solve a problem problem that you're that you're thinking about. And in each case, there's a cultural aspect because maybe the problems we need to solve today in the modern West are not the same problems that had to be solved a thousand years ago or or 10,000 years ago. But I have a a visual which I think is the better way to convey what MI theory says. If you look at the left of the slide, the notion there is intelligence is one thing like is as if you had one computer in your head. And as I said, the computer works well, you're smart if it doesn't you're out of luck. Um MI theory says we have a bunch of computers. And these computers deal with spatial information, musical information and so on. And if you're like me, you might have a computer that works very well, a computer that works average and the computer is not it's not very good. Um so that is a graphic visual um way of conveying MI theory.
[7:07]So let me now introduce with some slides the intelligence which uh I defined some years ago as well as talking about my more recent thinking on the topic. The first intelligence is linguistic intelligence. It's the intelligence of a or a writer, this is a Chinese poet Lee Po. Um, people who're good with language. This would be lawyers, writers. Second intelligence is logical mathematical is the intelligence of the scientist, the mathematician, somebody who deals with logic, somebody who deals with numbers. Now, I list these intelligences first because if you take an IQ test, that's really what's being tested is your linguistics and your logical mathematical intelligence and that's fine. Um, because IQ tests are used to predict how you will do in a certain kind of school at a certain historical era and clearly it's good to have linguistic and logical mathematical intelligence if you want to succeed in school. But We don't stay in school or whole lives. And the further away you get from school, the more your job, your life, your family, involve skills other than school ones, the less important those two intelligences are and the more important the other intelligences are. And I think there's at least a half a dozen other intelligences, musical intelligence, the intelligence of a composer, of a performer, here's a the conductor of the Boston Symphony.
[8:35]Forth intelligence, spatial intelligence, it's the intelligence that you need to find your way in wide space, the way navigator or airplane pilot would or in more constrained kind of space like a a chess player. Fifth intelligence is bodily kinetically intelligence. As you can see it's the intelligence of the dancer or the athlete or the suppressor or the surgeon, people who use their whole body as a dancer or athlete would or parts of their body as a craft person or a a surgeon would to solve problems or to make things.
[9:14]Sixth intelligence is interpersonal intelligence. Very important intelligence for understanding other people, being able to work with them, people in politics, people in the media, people who are trying to sell you a use car, they're all using their personal intelligence.
[9:34]Next intelligence is intra personal intelligence. Interm means turning inside, it's having an understanding of yourself, who you are, what you can do, what you want to do what your skills are, what the obstacles are, what your motivational state is like. This kind of intelligence is very, very important nowadays because so many of us have to make our own decisions about where to work, with whom to work what to study, what not to spend time on. And if you don't have a good knowledge of yourself, then you're going to make a lot of unnecessary mistakes. The eighth intelligence is the naturalist intelligence, as the name implies, it's the intelligence that allows us to make sense of nature, to tell one plant from another, one animal from another, one cloud configuration, um, one geological situation from another. Um, and you might say, well, you know, that was important back thousands of years ago when we had hunters and fisherman, um, or people working in the farms, but who needs naturalist intelligence when we just go to the supermarket. But the brain's pretty smart and if you think of our consumer society, how do we decide which pair of shoes to buy, which automobile to buy? We're using the same neural networks which thousands of years ago were used to survive on the plains of East Africa or on both in the South Seas were using those same neural networks to decide which items to consume and how to make the best choices given our own set of values. So those are the eight intelligences which I am now convinced exist and I have the data which I think backs it up. But there are other intelligences I've talked about at least informally and I'll mention them here in that informal spirit. One is an existential intelligence that's the intelligence of big questions. Who are we? Where are we headed? What is love? Why do we die? Why do we fight? You know, you might have a a pet rat that has more spatial intelligence than you. You might have a bird that's had a lot of musical intelligence, but I'm quite convinced only human beings have existential intelligence. Only we ask and ponder these big questions. One other intelligence, which uh I know most of you are educators, um I've thought a lot about is the pedagogical intelligence. The intelligence which allows us to teach things to other people. Um there are two things which have persuaded me they might be a pedagogical intelligence. One is that as young as the age of three, kids can already teach. What do I mean by that? If you take a three-year-old and you show him or her how to work some kind of machine, and then you ask that child either to explain it to a two-year old or to a five-year old, they'll do it very differently. For the five-year old they do it rather quickly and just point to a few things and figure the 5-year-old, he's older, he knows more, he'll catch on. The 2-year-old they'll be very careful, speak very slowly. They're teaching, even though of course they may not have that word. The other thing is we all know in any field, let's say in performing an instrument or in being an athlete, you have two people who are equally good. You can't get anyone in a higher grade than the other. And yet one can teach you very well and the one can't teach it all. That's pedagogical intelligence. So, I think those might be intelligences, but I haven't got the scientific evidence that I have for the other intelligences. So I'm just giving them to you in a preliminary way. So that's the theory. Not one computer, not one intelligence, but a bunch of computers, we've got them all. All of us have these intelligences. That's what makes us humans cognitively speaking. So as I joked, rats might have more spatial intelligence, birds might have more musical intelligence. But where are the species that has these eight or nine or 10 different intelligences. That's what makes us human. We've got those computers. But not no two people on the planet, not even identical twins have exactly the same profile of intelligences. If we knew in great detail exactly which intelligences you were strong in and how you use them, it would not be the same as anybody else. And we know that because even identical twins don't read in exactly the way, don't same way not interact in exactly the same way. And when we we we take uh brain um measures FMRIs or pet scans, we see that the brains may not work in the same way. So from the point of view of science, we've all got these intelligences, but life's interesting, no two people had exactly the same profile though presumably identical twins had more similar profiles than fraternal twins and fraternal twins have more similar profiles than randomly chosen people from the planet. So those are scientific claims. How about some claims in education?
[14:45]The first claim is that we should individualize teaching and learning as much as we can. Since people have different intelligence profiles and different brains It's sub optimal to teach everybody the same way and to assess everybody in the same way. Now, clearly, it's easier to individualize if you have a small number of students. Rich people with tutors have always had individualized education because the tutor can't say, oh, Prince Charles can't learn, give me Princess Ann, the tutor's job is to teach whoever they have so they'll be effective. Um, but with the advent of um digital devices, individualization or personalization as it's often called is much more possible than it's ever been possible before. So we're lucky that we can individualize education more now than we could have when we had 40 kids in the class and and no media at our disposal. But there's something one could always do if one wanted to do and one knew how to do it and that was to pluralize. What is pluralization? I begin with a notion that nobody can teach everything anymore. If they ever could, they shouldn't they can't. now. Um so we have to decide what's really important and we have to focus in our classes whether they're in person or online or even in books, we have to focus on things that are really important, things which are central to disciplines, which are central to occupations. And then we should pluralize and that means we should present the material in more than one way. We shouldn't just talk about it as I am today because we have limited time. We shouldn't just have movies, we shouldn't just joke about them, we shouldn't just dramatize them, we should teach things in different ways. So here's an individualized class. Maybe the students are all studying the same thing, but they're simply studying it in ways that make sense to them and the more different ways we can give to them, the more we can pluralize the better. So here's pluralization. Um this is about the civil war, you can do it through books, you can do it through DVDs, you can do it through photographs and of course you can do it through contemporary history. They're many many ways to help people understand the Civil War or the theory of evolution or what gravity is, any central concept in uh in and across the disciplines. Now, I said important point number one, so it's probably important. Um, and it may surprise you. Um, I meet people all over who say, oh, Dr. Gardener, I love your theory and if I have a multiple intelligence class or multiple intelligence school and Of course, I'm flattened and I say thank you. But actually, um multiple intelligence isn't an educational end in itself. Rather you have to decide what are your educational goals, what are you trying to achieve and then we can talk about how an understanding of MI theory and MI practice can help you achieve those goals. So what do I mean what do I mean by goals? Here's a wholely of goals from understanding disciplines to learning the arts to doing getting high scores on the piece or the Tims to being community service. Any school that said it was trying to do all these things, I'd say that's too much. Decide what's really important. And then if you decide, for example, the disciplinary understanding is very important, then you can use MI theory to say, well what what are some of the good ways to teach history? What are some of the good ways to assess history? Be very different if it's served to the community. That plays much more in personal intelligence, how can we use our personal intelligence to decide what to serve the community and how to go about doing it? So in in summary, you need to have educational goals. That's a that's that's a a question of values and I shouldn't tell you what your values are. That's something for you to decide as a teacher, as a principle, as a as a policy maker, and then we can talk about how MI theory might help you to reach those goals. The second point is is even more surprising. And that is nowadays there's a huge push to try to get scientific evidence to help you how to teach. Uh to help you to tell what to teach and how to teach. And I'm all in favor of scientific evidence. I'm a scientist myself, but you can never go legitimately from an from a scientific findings to an educational practice, and educational recommendation. Because any educational recommendation inherent involves a value system. So let me use Let's say Gardener's right and everybody's got eight intelligences. What does that mean you should do? When I put out the theory, I didn't have educational ideas myself, but some people said, oh, eight intelligences, we need to teach eight different topics. Eight intelligences, oh, we need to teach everything eight different ways. Eight intelligence, we need to put all the kids who are strong in one intelligence together. Eight intelligence, we need to put kids with different intelligence together. Those all follow from the the the scientific claim that we have eight intelligences. Um, and even more insidious, this is sort of for extra credit is when people say, oh, we found something in the brain, therefore we should do something in a certain way. I have not discovered anything where we should change practice just because there's been something discovered in the brain. It's valuable to know how the brain works, but in any brain finding just like with theory, there's an infinite number of implications you can draw. So, learn as much science as you can learn as much brain stuff as you can, but never say I'm doing this because of the brain. Let me use an example. People say, oh, art education, well that's right hemisphere, we need to develop the right hemisphere. Does that mean if you didn't have a right hemisphere, you wouldn't do art education? Of course not. You would just find another rational for it. So, I love my theory and I'd love people to use it, but you could never say, well, I'm doing this because of my theory. You've got to say, these are my values, these are my goals, this is what I want to achieve and I think this theory can help me achieve it and then you get a gold star.
[21:22]So entry points, um, this is one of the interesting educational ideas that I and others have come up with and that is that if you decide it's something is important, you can approach it in lots of different ways and that allows us to be able to draw on the different intelligences. So this comes from my colleague Ronda Bondi and she has an exercise which she does with fifth graders. where they learn about different explorers. Um brought along some slides of explorers. I don't know who they are, but people like they have to learn about Christopher Columbus, about Ponce de Leon, about Hernando Cortez. Um and uh you know, they you know, they have a textbook and the teacher talks about it. And then, um what Ronda does is she asked the kids to share what they've learned in different ways. They're supposed to tell a story about what they've learned. Sing a song or create a song. Act out a pivotal scene, a pivotal moment like when um, you know, Cortez meets Montezuma. Um, map out the course followed. Um, on geographically, um, and then say how would the explorer have drawn? What would he or she have done? I guess they were mostly men. What numbers are important to each? That's a very interesting. Could be the year, could be how old they were. Could be how many soldiers they had. For Christopher Columbus one answer is three. Do you know why the three? Because there were three ships. Um, recreate a time that you explore. That's about yourself. What did you do? Did the exploration work? So this is a very simple class that everybody learns about in social studies about exploration, but there many, many ways. There many intelligences which you can draw on and that just complexifies your understanding of what exploring is all about.
[23:58]Now here's an example from secondary school. This is one I've written about in a book called The Disciplined Mind. And there I talk about how important it is for us all to understand what's true and what's not, what's beautiful and what's kitsch or ugly, what's good and what's bad. I hope you won't find those are alarming things to teach about. And as my truth dimension, I talk about the theory of evolution because you can't do biology seriously unless you understand the theory of evolution. In the area of um beauty, I talk about the music of Mozart because I happen to think it's very beautiful. And then studying good and bad, I talk about the Holocaust uh which of course is an example of human evil. So, what I do in The Disciplined Mind is I lay out six entry points again for how MI theory can help kids understand disciplines, whether it's biology or music or history. One is through narrative, through stories, another is through quantity, numbers, their numbers in everything you study, through logic, even the marriage of Figuero can be laid out as a syllogism. So and so loves so and so, so and so doesn't know about this, therefore that's going to happen. Existent, the big questions, where do we come from? Evolution is the only scientific answer to that question. Um in the case of um Holocaust, why are people evil? That's that's an existential question. There works of art in every area, there works of art about uh nature and evolution. Obviously, the music of Mozart is a work of art, but there also are museums for the Holocaust and when you go there, you can learn through artifacts about um what happened. Hands on, you can um act out, replicate, make things. You can perform a work of music. You can breed uh um bacteria which evolve very quickly. You can also do it, you can simulate it on a computer. And of course you can have group work, you can have jigsaw. You can do things together. You can discuss problems, solve, joke, and act and so on. So the point here is not that my examples are so uh vivid, but rather that when you want to study something important like the theory of evolution or uh the Holocaust, there's lots of different ways in. And if you use those different ways, two important things happen. First of all, you reach more students. Because some students learn better from stories and others from logic and others from works of art. Second of all, and crucially, you understand better. Because what does understanding mean? Understanding means you can think about things in lots of different ways. Think about yourself, your family, your home, your school, you can tell us stories about it, you can talk about numbers, you can have works of art. Um if you can explain something only one way, that shows your own understanding is very limited. And frankly, you're not going to be a very good teacher if you teach something in a certain way and the students say, I don't understand, can you present it in another way? Can you sing it to me? Can you enact it? Can you make a drawing? Can you make a movie? If you answer is no, then probably you need to work with somebody else so you can have a more a broader kind of understanding of what you're teaching. So entry points, I think is a power idea. It you don't need MI theory for it, but MI theory gives you a convenient way either following Ronda Bondi, notions about explorers or my notion about the disciplined mind, it gives you a way into pluralistic approaches toward understanding. So, especially in the United States, the first question is always, how do you assess the intelligence? And um I don't favor paper and pencil tests for assessing the intelligences. The reason is simple. Paper and pencil test are basically logical tests. And if you can prove something logically, you can usually figure out the right answer in a multiple choice just saying, well, this product be right. This wording is funny and so on. I think the right way to assess multiple intelligence is to create a rich environment. I always say something like a children's museum and watch young people move around in that environment and by what they interact with, how they interact and especially what they get better with, this tells you something about their intelligences.
[29:28]So many years ago, we developed an environment which we call the spectrum classroom. Um and in the spectrum classroom, we put out lots of interesting things for kids to play with. We watched those kids and from those observations over time, we got a very rich notion of each child's profile of intelligence. So we had common household objects for kids to take apart and put together. door knobs or meat grinder. Um we had musical instruments, these are bells where kids would either recreate songs they heard or make up their own and then play with those uh melodies.
[30:26]We would provide um clay and um, um, diama materials, pipe cleaners and so on and have kids put together a three-dimensional display and tell a story about it. And this got it the um various kinds of intelligence, can aesthetic and linguistic and dramatic. Um we brought in lots of materials for kids to look at either with the with the naked eye or under magnification and describe and group together those elements naturalist intelligence.
[31:06]Um we have board games. Board games give you numerical intelligence, mathematical intelligence, but they also in young kids give you interpersonal intelligence. Because of a young child cheats that actually assign interpersonal intelligence because the child knows that you don't know everything that he or she knows. Now after the age of four, we discourage this kind of use of interpersonal intelligence, but uh you can't watch the political scene nowadays without realizing that lots of people are assuming that they can get away with lying. And this is a very interesting game, um where halfway through the year, we bring out blocks and we ask the kids to recreate the large classroom in miniature. So this is a test of spatial intelligence, but we also have little pieces of wood on which we pasted photographs of the children and the adults in the room. And we ask the kids who plays with whom, who likes whom, who did what yesterday and it's a very nice measure of um whether the kids are picking up uh interpersonal information. So, this is an example of how you can create a classroom kind of like a children's museum where if you have interesting materials around and give kids chances to explore, you can tell a lot about their profile of intelligence. And of course, when kids are young, those intelligence can be changed. It's harder to change their profile when you're in my age, but there's a big distance between these kids and me.
[33:01]Um, in Denmark, there's a place called the Exploma, located at a theme park called Dan Fos Universe. And they invited me to come there because they said we've created a whole um theme park, um where we can assess people's intelligences. And the people can be 5 years old or they can be 50 years old. Anybody can go there and they can learn about their intelligences. So I was intrigued and I had the opportunity to go there some years ago. And sure enough, they have all sorts of games to play, games we to try to balance things, games where you have to try to figure out numerical code.
[33:53]games where you have to build things of different shapes out of blocks. Um games where you have to move very adroitly so you don't trigger a loud noise if you if if the metal hits the other metal, you get an obnoxious noise. Um these are ways of getting at linguistic and musical intelligence, what patterns can kids hear, what can they recreate?
[2:00:00]Uh and this is a very interesting game. 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