Who Is More Intelligent?
Who is more intelligent—the pupil who can solve difficult mathematical problems, the pupil who wins all the school basketball games but can't solve an equation, or the pupil who can't play basketball or solve math problems but who can play the guitar? According to Howard Gardner, they may all be equally intelligent, but in the eyes of society, the one who can solve mathematical problems will be seen as the intelligent one.
Intelligence depends not only on innate abilities, but also on our experiences. Just think, were Albert Einstein to have been born into a culture which did not give him the opportunities to learn science, he might have been a shepherd or a farmer and not be considered the most intelligent person of the last century, according to Time magazine! As educators, we have to move away from a narrow definition of intelligence and give our students a variety of experiences so that each one can reach his or her highest potential.
Gardner proposed the existence of eight separate intelligences, and is now working on proving that there is a ninth. He points out that people do not have the same strength in each intelligence area and they don’t have the same amalgam of intelligences. However, knowing that we are all intelligent in different ways, doesn't really help our pupils unless we help them develop their different intelligences. Following is a description of the eight intelligences and some suggestions about how to develop them in the classroom.
The first two intelligences, linguistic and logical-mathematical, are the ones which are generally highly valued in school. Linguistic intelligence involves the ability to learn languages, sensitivity to spoken and written language, and the capacity to use language to accomplish certain goals. Students can be helped to develop linguistic intelligence by working in a print-rich environment in which there are things to look at, listen to and write about. They also benefit by having opportunities for peer and teacher-student interaction.
Logical-mathematical intelligence involves the ability
to carry out mathematical operations, to analyze problems logically, and
to investigate issues scientifically. Logical-mathematical intelligence
is the pattern-seeking intelligence. The first stage of the development
of this intelligence is the manipulation of and play with a variety of
concrete objects in the physical world. As it develops, this intelligence
gets more abstract and can deal with more ephemeral mathematical concepts.
This intelligence can be developed in the foreign language classroom by
providing texts which manipulate and experiment with numbers, by employing
a variety of computer programs and by thinking about cause and effect
in texts.
The next three intelligences are usually associated with the arts, but can be put to other uses. Musical intelligence entails skill in the performance, composition, and appreciation of musical patterns. Gardner points out that structurally, musical intelligence is almost parallel to linguistic intelligence and therefore there is no reason why, if one is linguistically proficient, she is termed intelligent, whereas if one is musically proficient, he is termed talented. Teachers can help develop this intelligence by providing music, songs and poetry.
Bodily-kinaesthetic intelligence entails the ability to use one's whole body or parts of the body to solve problems and to create products. People perform a wide variety of complex bodily-kinaesthetic tasks every day, but seldom give them a second thought. While dancers, actors and athletes are obviously endowed with this intelligence, it is also important to surgeons, scientists and mechanics. The bodily-kinaesthetic intelligence can be developed in the foreign language classroom through projects, movement and physical challenges.
Visual / Spatial intelligence is the potential to recognize and manipulate the patterns of wide space as well as the patterns of more confined areas. It includes the ability to sense form, space, colour, line and shape to graphically represent visual or spatial ideas. It deals both with things which exist in the concrete, external world which can be observed with one's eyes, and also in the imagination where one sees with the mind's eyes and includes the abilities to create or invent things which have never been done before. Charts and maps are two ways this intelligence can be developed. Teachers can further develop it by using interactive posters and bulletin boards.
The next two intelligences are the personal intelligences – interpersonal and intrapersonal. Interpersonal intelligence is the ability to understand the intentions, motivations and desires of another person and to have the capacity to work effectively with others. In his book, Emotional Intelligence, Daniel Goleman theorised that one could succeed far more in life by having a high EQ rather than a high IQ. Interpersonal intelligence can be developed by providing problem solving activities and opportunities to work together.
Intrapersonal intelligence denotes the capacity to understand oneself – one's strengths, weaknesses, moods, desires, and intentions. This involves awareness of understanding how one is similar or different from others and knowing how to handle one’s feelings so that one intuitively knows how to behave when feeling angry or sad. Teachers can help develop this intelligence by providing discussion questions in which learners can express their opinions and preferences. Helping the learners understand their own style of learning and type of intelligence will also develop it.
A naturalist intelligence is the ability to recognise and classify plants, minerals and animals and all variety of flora and fauna. It is also the ability to recognise and classify cultural artefacts such as cars or designer jeans. Students can be helped develop this intelligence by learning about topics to do with flora and fauna. Providing classification activities, particularly those connected with nature, can also develop it.
Many of the new coursebooks are attempting to cater to multiple intelligences. While it's impossible for teachers to work with all of the intelligence types during each lesson, it can be done during the course of the year. And one thing is certain, both you and your students will have a lot of fun in your lessons.
© 2003 Burlington Books All rights reserved.
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