Gardner viewed intelligence as 'the capacity to solve problems or to fashion products that are valued in one or more cultural setting' (Gardner & Hatch, 1989).
Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.
Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, in entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.
Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.
Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.
Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.
Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.
Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.
taken from: http://www.infed.org/thinkers/gardner.htm
Some possible future candidates...
Naturalist intelligence enables human beings to recognize, categorize and draw upon certain features of the environment. It 'combines a description of the core ability with a characterization of the role that many cultures value' (ibid.: 48).
Existential intelligence, a concern with 'ultimate issues', is, thus, the next possibility that Howard Gardner considers - and he argues that it 'scores reasonably well on the criteria' (ibid.: 64). However, empirical evidence is sparse - and although a ninth intelligence might be attractive, Howard Gardner is not disposed to add it to the list. 'I find the phenomenon perplexing enough and the distance from the other intelligences vast enough to dictate prudence - at least for now' (ibid.: 66).
moral intelligence: In his exploration, he begins by asking whether it is possible to delineate the 'moral domain'. He suggests that it is difficult to come to any consensual definition, but argues that it is possible to come to an understanding that takes exploration forward. Central to a moral domain, Howard Gardner suggests, 'is a concern with those rules, behaviours and attitudes that govern the sanctity of life - in particular, the sanctity of human life and, in many cases, the sanctity of any other living creatures and the world they inhabit' (ibid.: 70). If we accept the existence of a moral realm is it them possible to speak of moral intelligence? If it 'connotes the adoption of any specific moral code' then Howard Gardner does not find the term moral intelligence acceptable (ibid.: 75). Furthermore, he argues, researchers and writers have not as yet 'captured the essence of the moral domain as an instance of human intelligence' (ibid.: 76).
Project SUMIT (2000) uses the metaphor of Compass Points -'routes that educators using the theory have taken and which appear to benefit students'. They have identified the following markers that characterize schools with some success in implementing practices that attend to multiple intelligences theory.
Culture: support for diverse learners and hard work. Acting on a value system which maintains that diverse students can learn and succeed, that learning is exciting, and that hard work by teachers is necessary.
Readiness: awareness-building for implementing MI. Building staff awareness of MI and of the different ways that students learn.
Tool: MI is a means to foster high quality work. Using MI as a tool to promote high quality student work rather than using the theory as an end in and of itself.
Collaboration: informal and formal exchanges. Sharing ideas and constructive suggestions by the staff in formal and informal exchanges.
Choice: meaningful curriculum and assessment options. Embedding curriculum and assessment in activities that are valued both by students and the wider culture.
Arts. Employing the arts to develop children's skills and understanding within and across disciplines.
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