February 2009
LEARNING 21
Eduevolution: Building community and understanding for effective, compelling, and authentic learning and education in the 21st century.
Musings and Research by: Thomas Galvez
MULTIPLE INTELLIGENCES IN THE 21ST CENTURY Much has been said about Gardner’s Multiple Intelligence theory for nearly three decades. But, where does this theory stand now in the face of massive shifts occurring in the world and education today? Creativity, collaboration, critical thinking, communication, problem solving, information and technology fluency, global citizenship,
yore? The answers to these questions will be explored and more. A walk through classrooms around the
flexibility, and adaptability. These are the skills or
world following a Western style education,
abilities that organizations like The Partnership
would see teachers facilitating a variety of
for 21st Century Skills are seeking to infuse and
learning activities. From lectures, discussion
emphasize in K - 12 education environments in
groups, socratic seminars, project learning, test
order to prepare students for the rapidly
taking, expository and creative writing, dramatic
changing and technology rich world of today
interpretation, and debate, teachers have
and tomorrow. Upon looking at these skills,
approached their lessons with the best
however, one may wonder where Howard
intentions for preparing their students for the
Gardner’s multiple intelligences (MI) fit into all of
future. These types of activities have
this. Are the intelligences that Gardner has
successfully prepared some students in the past
defined still relevant considering this shift
for the world that was ahead of them.
toward skill based curricula? Do educators still
In observing more closely inside these
respect this theory in daily practice? Or, has it
kinds of classrooms today, students may be
become a bygone of educational movements of
politely learning, but are they really engaged and being prepared to live and survive in the 21st
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Learning in the 21st Century Is the multiple intelligence theory still relevant today? Photo Credits: Licensed from iStock (top) and Shutterstock (above).
Environments and M.I.
CLASSROOM ENVIRONMENTS
A classroom’s look and feel tells a lot about the intelligences being accessed. Are lecture rooms like the one to the left accessing many intelligences?. Photo Credit: T. Galvez Photo Credit below: Licensed from Shutterstock
“Individually configured education” will help more students be successful century? This is an essential question being asked today. With the
necessarily means that that intelligence should be schooled.” For
ubiquitous access to technology, the fast pace of life, and the rapid rate of
example, just because someone is musically intelligent, doesn’t mean
change in most sectors of life, today’s learners need something
incorporating music will help promote the necessary skills needed
more to keep them really engaged. At the same time, they need
for success this century. To further on this point, Gardner
compelling and authentic activities and projects that will effectively prepare them for the uncertain world ahead of them. It is for this reason that skill-based curricula are coming to the forefront today.
Five Minds or Eight Intelligences?
minds of learners must be fashioned and stretched in five ways that have not been crucial- or not as crucial- until himself. Gardner doesn’t refute his MI theory, but he now feels
these minds should be the dominate qualities in one’s character. The
According to Willingham (2009), Gardner would agree with this to an
five minds to which he refers are the disciplinary mind, the synthesizing
extent since “he does not believe that status as an ‘intelligence’
Photo included in template
says that in order to deal with this time of vast changes, “the
now” (p. 11). This is a pretty strong declaration by the man
If the promoting of these skills is becoming the focus of education, then focusing on MI would not be as relevant.
ON WHICH SIDE DO YOU HANG?
(2007), in his more recent book, Five Minds for the Future,
RESPECT
OPPOSITION
RESPECT
OPPOSITION
Motivation Students will enjoy the material when it relates to their main intelligences.
Data Scarcity in hard data makes the efficacy of M.I. unclear.
Engagement Activities involving M.I. theory engage students and lead to deeper understanding.
Naming These intelligences are just abilities renamed.
(Willingham, 2009)
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(Willingham, 2009)
LEARNING IN THE 21ST CENTURY Multiple intelligences, differentiation, technology, skills, and project-based and problem solving learning is where it’s at mind, the creating mind, the respectful mind,
differentiation. It is recognized by
and the ethical mind.
most educators that each child
Others have argued that the scarcity of
learns differently. In order to
hard data relating to the efficacy of MI theory in
respect this fact, educators should
classroom practice could make it a tough sell to
not take a one size fits all
include in the developing skill-based curricula of
approach. Gardner (1999) even
today (Willingham, 2009). At the same time, to
emphasizes this by saying that
know which intelligences a person is truly
“individually configured
intelligent in, Gardner (1999) states that the
education” (i.e. differentiated
intelligences need to be directly assessed, not
instruction) will lead to the most
through the lenses of linguistic and logical
successful learning
intelligences. This can be difficult, especially
environments (p. 151). When
when time, money and resources are limited.
considering the various intelligences
Gardner continues to say “assessment of
in the classroom, along with giving choice in
multiple intelligences is needed only when one
product, process, and a variety of content to
has a strong reason for it” (p. 81). So, if it is
consider to meet curricular goals, a more
difficult to truly assess what a child’s strongest
dynamic and engaging learning environment will
intelligences are, it may not be best practice to
come about.
take time to teach to them, considering the need
Technology can access many intelligences Photo: T. Galvez
At the same time, technology integration
to develop the five minds and the other critical
not only can be used for differentiation
skills in today’s world.
purposes, but it can be used to access the
Opposing these claims are not those that
different intelligences. Christoudoulou (2009)
would disagree with need to emphasize the five
states that multiple intelligence theory “is a
minds and/or skill-based frameworks, but those
dynamic capacity amenable to change via good
that champion and respect the need for
teaching, high motivation and adequate
differentiated instruction, technology integration
resources, including those provided by
and self-awareness in the way one learns. In
technology.” Gardner (1999) would agree when
these contexts, MI theory can easily be infused
he says, “One fact that will make individually
into the skill-based frameworks.
configured education a reality in my lifetime: the
Differentiated instruction can be defined as
ready availability of new and flexible
“a variety of classroom practices that allow for
technologies” (p, 153). He goes on to say “Such
differences in learning styles, interests, prior
technology can also be ‘smart’: it can adjust on
knowledge, socialization needs, and comfort
the basis of earlier learning experiences,
zones” (Benjamin, 2005, p. 1). MI theory and
ensuring that a student receives lessons that are
practice fits in nicely to the process of
optimally and individually crafted” (p. 154). With
the variety of multi-media and digital environments technology creates, it can be easy to access multiple intelligences with effective and compelling integration of digital information technology. Lastly, being self-aware of one’s own intelligences can be very beneficial when given opportunity for choice in learning environments where differentiated instruction and technology integration is being practiced. Students will be more motivated and engaged when they can choose the way to want to complete work and solve problems. In conclusion, Gardner’s multiple intelligence theory is still relevant for today’s educational practices. It just needs to be channeled appropriately through differentiated instruction and technological tools that are developing 21st century skills and being promoted through project-based and problem solving learning. In these instances, we will have students prepared for the unpredictable and rapidly changing world ahead.
References Benjamin, A. (2005). Differentiated instruction using technology. New York: Eye on Education. Christodoulou, J. (2009). Applying multiple intelligences. American Association of School Administrators.
Retrieved February 12, 2009 from http://tinyurl.com/dkttm3
Gardner, H. (1999). Intelligence reframed. New York: NY. Basic Books. Gardner, H. (2007). Five minds for the future. Boston, MA: Harvard Business School Press. Partnership for 21st Century Skills. (2007). Route 21. Retrieved from
http://www.21stcenturyskills.org/route21/
LEARNING 21 Written & Edited by: Thomas Galvez An Apple Distinguished Educator, Full Sail University Graduate Student, and High School Social Studies Teacher.
Willingham, D. (2009). Check the facts: reframing the mind. Education Next. Retrieved February 11,
2009 from http://www.hoover.org/publications/ednext/3261311.html
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http://togalearning.wordpress.com