Multiple Intelligences
In 1983, Dr. Howard Gardner, Professor of Cognition and Education at Harvard Graduate School of Education, introduced the Theory of Multiple Intelligences. While conducting research with brain-damaged patients, he became aware that they lost different abilities depending upon the location of their brain injury. These studies suggested a biological basis for specialized intelligences. Defining intelligence as the "ability to solve problems or create a product that is valued in a culture," Gardner developed criteria for determining what set of skills make up a certain kind of intelligence.
It is important to note that up until this point, intelligence had been solely defined through standardized testing that measured mathematical and language ability. Gardner's theory offered an entirely new schema regarding what intelligence means. Although he viewed his theory as a contribution to psychology, educators readily embraced his theory, recognizing its potential implications for the educational setting. The MI theory is applied in schools throughout the world today and MI research continues as educators further explore and develop its applications.
It is important to note that up until this point, intelligence had been solely defined through standardized testing that measured mathematical and language ability. Gardner's theory offered an entirely new schema regarding what intelligence means. Although he viewed his theory as a contribution to psychology, educators readily embraced his theory, recognizing its potential implications for the educational setting. The MI theory is applied in schools throughout the world today and MI research continues as educators further explore and develop its applications.
In his book, Frames of Mind (1983/1993), Dr. Gardner identifies the eight intelligences and their core operations as:
- Linguistic (syntax, phonology, semantics, pragmatics)
- Musical (pitch, rhythm, timbre)
- Logical-Mathematical (number, categorization, relations)
- Spatial (mental visualization, mental transformation of images)
- Bodily-Kinesthetic (control of one's own body, control of handling objects)
- Interpersonal (awareness of others' feelings, emotions, goals, motivations)
- Intrapersonal (awareness of one's own feelings, emotions, goals, motivations)
- Naturalist (recognition and classification of objects in the environment)
- Linguistic (syntax, phonology, semantics, pragmatics)
- Musical (pitch, rhythm, timbre)
- Logical-Mathematical (number, categorization, relations)
- Spatial (mental visualization, mental transformation of images)
- Bodily-Kinesthetic (control of one's own body, control of handling objects)
- Interpersonal (awareness of others' feelings, emotions, goals, motivations)
- Intrapersonal (awareness of one's own feelings, emotions, goals, motivations)
- Naturalist (recognition and classification of objects in the environment)
Skyview's active pedagogy is informed through the multiple intelligences, using them as tools to access content and as mechanisms for delivering rich curriculum in which an array of intelligences are blended together during investigations. Furthermore, student capacity and growth within the eight intelligences is encouraged.
Personal Intelligences
While all of the intelligences are addressed by Skyview, we contend that the intra- and interpersonal intelligences are central to school life and success in the greater community. We believe that the healthy, constructive functioning and development of these are foundational to successful learning and effective participation as a member of society. Thus, Skyview places an emphasis on these two intelligences above and beyond the others.
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Skyview aligns itself with Daniel Goleman's (1997) definition of the intra- and interpersonal intelligences outlined in his book, Emotional Intelligence. Goleman places value on the constructive development and use of these two intelligences as ways of enlightening self and society.
