These folks like to enjoy a good discussion or watch a debate, making them excellent teachers, counselors, or even social workers. This intelligence modality is much like the interpersonal modality, but looking inward at oneself. It is the ability to deeply understand personal morals and values. People who rank highly in this modality are very aware of their personal strengths and weaknesses.
They also know what makes them unique and are unafraid to push that uniqueness out for the world to see. A unique trait that comes with the intrapersonal intelligence modality is an ability to be able to predict personal emotions, reactions, and behaviors. It would be Gardner who decided that it should be added, which occurred in People who rank highly in this modality are able to recognize and identify flora and fauna.
They can also see how personal decisions would affect the natural world and would use their skills in this modality to protect and preserve it. Gardner has not wanted to commit to two additional forms of intelligence, but had admitted that there is evidence of their existence.
The first is a spiritual intelligence. Individuals who would be considered philosophers or developmental theorists would be considered as having a high level of this modality. The only problem with this modality is the fact that it is difficult to give it a quantifiable condition. After all, spirituality is more about the individual than a general scientific principle. Although others have attempted to give this modality a greater definition, Gardner prefers to consider the possibility of an existential intelligence.
One hallmark of being gifted in this modality is the ability to be a source of guidance for other people, even if they happen to disagree with the conclusions that have helped in your personal guidance. The other modality that is being considered by Gardner is what he calls the Teaching Pedagogical intelligence.
According to Gardner, this would be a modality which would allow someone to teach others in a successful way. This would include proposed modalities that include sexuality and reproduction, cooking or other specific vocational skills, and humor. It simple denies intelligence as it has been traditionally understood. Instead of an ability that someone has, the theory redefines it as a modality that may be partly inherited. The bottom line? Many people can pick out specific skills or attributes that correspond with the varying intelligence modalities.
Certain animals may also rank highly, or even higher, than humans in certain categories. Learners most often prefer one learning style over the others.
Instead, multiple intelligences represents different intellectual abilities. Learning styles, according to Howard Gardner, are the ways in which an individual approaches a range of tasks. Although related to learning styles, multiple intelligences focus more on intellectual abilities. On the other hand, learning styles emphasize preferences or how a person likes to approach their learning. Visual learners relate best to written information, notes, diagrams, and pictures.
You do not work well with someone just telling you information. You work better when you can write the information down! We teachers discover that sometimes our own mastery of a topic is tenuous, when a student asks us to convey the knowledge in another way and we are stumped. Gardner points out that everyone has strengths and weaknesses in various intelligences, which is why educators should decide how best to present course material given the subject-matter and individual class of students.
Indeed, instruction designed to help students learn material in multiple ways can trigger their confidence to develop areas in which they are not as strong. Gardner himself asserts that educators should not follow one specific theory or educational innovation when designing instruction but instead employ customized goals and values appropriate to teaching, subject-matter, and student learning needs.
Addressing the multiple intelligences can help instructors pluralize their instruction and methods of assessment and enrich student learning. Chick, N. Learning styles.
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