Gardner introduced a completely new way of thinking about intelligence with his Theory of Multiple Intelligences. Gardner brought a different perspective to intelligence, which is generally considered as learning power, speed and general ability. Gardner emphasizes the importance of the relationship between intelligence and biological structure and culture, and argues that intelligence is an important feature that creates individual differences.
In 1983, Gardner proposed seven different areas of intelligence, each functioning more or less independently of each other, and in 1995 he added natural intelligence to the seven types of intelligence. Thus, Gardner's 1983 "Theory of Multiple Intelligences" overcame the long-standing influence of intelligence on societies and education, namely the classical intelligence tests and definitions of intelligence that took into account only language and mathematical intelligence.
Gardner's theory is based on the study of brain damage. Gardner shows evidence that people with brain damage show dysfunction in one area, while normal functioning continues in other areas.
Neurobiological research shows that learning is the result of synaptic changes between cells. Cultures play an important role in the development of intelligence by the value they place on different types of intelligence. The types of intelligence that are highly valued develop more and faster than others. This is because accepted and valued behaviors increase motivation and lead the individual to enrich these behaviors.
- Verbal/Linguistic Intelligence: Language intelligence is the ability to use words effectively both orally and in writing. It is also the ability to express thoughts in a way that others can understand. Language-related intelligence also enables effective speech, the ability to memorize meanings, and the ability to memorize events. Writers, poets, journalists, orators, presenters, lawyers are people with superior language intelligence. Those with this intelligence learn best by speaking, hearing and seeing words.
- Logical/Mathematical Intelligence: This is the ability to think logically, to use numbers effectively, to produce scientific solutions to problems, to distinguish relationships between concepts, to classify, to generalize, to express mathematical formulas, to calculate, to test hypotheses, to make analogies. It also refers to the ability to establish cause-effect relationships, to reveal the working principles of something and to play with numbers. Logical thinking is one of the most important characteristics of those with this intelligence. Mathematicians, scientists, accountants, engineers and computer programmers have a strong logical/mathematical intelligence. Those with logical/mathematical intelligence potential learn best by categorizing or classifying, generalizing, calculating, reasoning and working on abstract relationships.
- Visual/Spatial Intelligence: It is the ability to imagine the shape and image of a three-dimensional object or, in other words, to perceive the world accurately and to reflect what one sees upon perception. The captain who navigates the sea, pilots, sculptors, painters and architects have visual/spatial intelligence. Three-dimensional thinking is the most important feature of this type of intelligence. People with this type of intelligence learn best by visualizing entities or phenomena or by working with colors and pictures.
- Musical/Rhythmic Intelligence: The ability to perceive and use music as a tool in the transmission of emotions, that is, the ability to be sensitive to rhythm, melody and tone. People with this intelligence can easily catch the rhythm of a song and are very talented in capturing and using the features of a newly learned language. Composers, orchestra conductors, musicians, instrument makers are strong in this intelligence. Individuals with this type of intelligence learn best with rhythm, melody and music.
- Bodily/Sensory-Motor (Kinesthetic) Intelligence: The ability to use the body or bodily muscles to express thoughts and feelings, solve problems and create valuable products. This intelligence has an effective role in handling objects skillfully and controlling bodily movements. Those with this intelligence can establish the mind-body connection very successfully. Ballerinas, athletes, sculptors, architects, mime artists, operators, technicians, actors and those interested in handicrafts are examples of this intelligence. Individuals with this type of intelligence learn best by doing-living, touching and moving.
- Social/Interpersonal Intelligence: It is the ability to understand and effectively influence other people. It is also the ability to relate to people, to understand and interpret other individuals' moods, emotions, motivations and intentions. Teachers, actors, sociologists, sociologists, politicians, tourists are people who use this ability well. The ability to understand others and to act wisely in human relations are the most important characteristics of people with superior social intelligence.
- Introverted/Individual Intelligence: This is the ability to understand oneself, one's strengths and weaknesses, moods, wishes and intentions, and to plan and direct one's life accordingly. Individuals who have developed this intelligence have developed characteristics such as knowing how to cope with their own emotions, solving personal problems, setting their own goals, being disciplined and self-confident. Since they know their strengths and weaknesses well, they know when they need the help of others. Clergymen, psychologists and philosophers are examples of individuals with strong self-directed intelligence.
- Nature Intelligence: This is the eighth type of intelligence proposed by Gardner in 1995. Those with this intelligence are interested in natural resources and a healthy environment, recognize flora and fauna (vegetation and animal life) and can use these abilities productively. Nature intelligence includes sensitivity to the features of the natural world such as clouds, stone formations, etc., as well as the ability to distinguish between other living creatures such as plants and animals. Gardner defines individuals with nature intelligence as individuals who can recognize the structure of plants and animals in a region, who can identify important differences in the natural world, and who can use their abilities productively in fields such as hunting, farming and biology.
The Multiple Intelligences Inventory was adapted from Gardner's work on the Theory of Multiple Intelligences and redeveloped by Harms to include the eighth type of intelligence, 'natural intelligence'.
In the inventory, which is organized as 80 items for eight types of intelligence, there are a total of ten items for each type of intelligence. The respondent can assign a value between 1 and 5 to each item. Therefore, the highest total score a respondent can get for each intelligence domain is 50.
For the statements in the Multiple Intelligences Inventory, the ratings of "fits me a lot (5)", "fits me (4)", "fits me moderately (3)", "fits me a little (2)" and "fits me very little (1)" were used.
References:
ORAL,B.; Eğitim ve Bilim/Education and Science, Vol. 26, Issue/No. 122, October/October, 2001: 19-31.
The Multiple Intelligences Inventory 2000: