INTELLIGENCE AND EDUCATION

Intelligence and Education

Intelligence and Education

Introduction

Multiple intelligences are a theory of psychology and education first proposed by Harvard psychologist Howard Gardner in his 1983 book, Frames of Mind (Gardner, 1983). At its core is the proposition that individuals have the potential to develop a combination of seven separate intelligences, or spheres of intelligence, and the suggestion that the measuring of an individual student's overall cognitive capacity should not be focused on a single measurement or attempt to quantify intelligence. Rather, because a diversity of separate “intelligences” can be measured in an each person manifests varying levels of each one; a unique cognitive profile is a better representative of individual strengths and weaknesses than those measures that traditionally emphasized in educational curricula.

If there is a debate on education and intelligence then it is clear that intelligence is more important than the education, the capability of understanding leads human to learning. The scope of what intelligence is and recognizes what known intuitively: that the academic brilliance is not everything. There are people of great intellectual capacity unable, for example, choose their friends wisely and for the contrary, people are less bright in school that wins the business world in your personal life. Success in business or sports, needs to be smart, but in each field using a distinct intelligence.

In this paper, we will use Gardner's theory of Multiple Intelligences (MI) as a reference to provide definite evidence against my argument. The paper will include evidence against my argument as well as will explain why it is a stronger one based on evidence.

Discussion

MI is not meant to be a relativistic theory of education. The theory as applied should not be used to justify a student's failure in one area by claiming that his or her intelligence should instead be measured; and based on that area in which he or she performs best. Rather, applications of the theory account for successes and failures of the student in an array of cognitive capacities; and the student's overall cognitive profile merely distinguishes between them.

It is important to note that Gardner claims that every person possesses all intelligences to some degree. In the field of education, the application of MI is toward integrating all intelligences into the means of instruction employed by teachers. That is, the task of the educator becomes one of addressing different learning styles among students accounting for differing strengths and weaknesses; and teaching to each of the different intelligences in the classroom. Adherents of MI assert that nurturing intelligences in which the student is already strong and developing those in which he or she is weak is the best way to facilitate a healthy integration of all the intelligences and represent most accurately each student's success and failure (Armstrong, 2000).

In order for a cognitive capacity to qualify for description as an independent “intelligence” (rather than as a sub skill or a combination of other kinds of intelligence), it must meet eight criteria. First, it must be possible to thoroughly symbolize that capacity ...