Intelligence Reframed: Multiple Intelligences for the 21st Century [Paperback]

Intelligent Pictures in our Minds

Almost two decades ago, a Harvard University developmental psychologist, Howard Gardner, wrote Frames of Mind: The Theory of Multiple Intelligences, a book he believed he was writing predominantly to enlighten mainstream psychologists, not educators. In that book, he proposed a novel notion: the psychological construct 'intelligence' should be formally measured in more ways than simply through the dry statistical analytical lenses of the widely accepted logical and linguistic IQ-type formalized tests, tests so standardized for most schooling systems. Gardner questioned the classical belief that human beings could have only one 'mode of representation' about the world; instead, he suggested that a more pluralistic viewpoint for measuring mental functioning ought to be addressed - a variety of intelligent ways of thinking.

In Frames, Gardner theorized a master list of seven basic intelligences to represent these other modes, including the widely accepted linguistic-verbal and logical-mathematical, and visual-spatial, bodily-kinesthetic, musical-rhythmic, and the two most criticized, interpersonal and intrapersonal. Frames was well received by those in the educational arena and the wider community at large. It was translated into Chinese, French, German, Hebrew, Italian, Japanese, and Spanish. It was selected by five book clubs. Frames became Gardner's claim-to-fame.

In his second 1999 book, Intelligence Reframed: Multiple Intelligences for the 21st Century, the 'father' of the Theory of Multiple Intelligences (MI) once again acquaints his followers with another first-rate book that continues the argument he made in earlier books, that there are multiple forms of intelligences. Although he 'canonizes' two additional intelligences, naturalistic and existential, he feels that what is more important is how people make use of MI to carry out daily tasks prized in the culture. This latter statement was well summarized during a recent interview when Gardner said "The fact that we have the same intelligences means that we can communicate with one another. But the fact that we represent things mentally in numerous symbolic systems to one another means that we are not necessarily going to construe things in the same way or see the same options."

The strength of the book lies in its core, the next three chapter describing and justifying "the ways in which MI theory can be applied to scholastic and "wider world" settings. Gardner's line of reasoning is persuasive, not because of the extensiveness of the information he includes, and his realization that certain mainstream institutions may encounter difficulty implementing his "multiple approaches to understanding", but because his script, as always, is vibrant and lucid enough to hold our interests more than a monotonous statistical analyses of a psychometric theory of intelligence would, yet firm and advanced enough that he can be taken as a serious thinker rather than as some pop cognitivist.

These three chapters outline how others have successfully implemented MI; they detail how the MI model can be easily applied to classroom learning and also infused into the "the wider society." In fact, all of Chapter 11 comments on MI in the wider world of institutions and business communities. Here, Gardner outlines ways that he has observed MI "at work in children's museums", including possibilities within art museums, and finally, within the workplace. The book concluded with Chapter 12 where he addresses (somewhat) the question first introduced in Chapter 1: Who Owns Intelligence? While the jury will be out most likely well in the 21st century on this deep and philosophical problem, may it be said, for now, that the "proprietary rights" to intelligences belong to all? Intelligence Reframed is especially important for the way in which it lays out a challenge to the 'psychometric consensus.' More specifically, the book is important for the following four reasons.

If there is a weakness in the book, it lies within the opening and closing chapters. Here the book stumbles somewhat in its attempt to address the authentic ownership of intelligence. It is suggested that "intelligence is too important to be left to the intelligence testers", that the book lay "out a position that challenges the psychometric consensus", that the book adopt the stance that humans ought to develop a better method of viewing cognitive potential and that what matters more than developing tests to measure intelligences is the practical applications of intelligences. There are some interesting calls for greater human individualization provided in these two chapters. But the details given to intellectual renovators is inconsequential and save for intellectual generalities, is slightly outdated; long-standing MI supporters will find little in these two chapters that they did not already know.

Nevertheless, Intelligence Reframed is Howard E. Gardner: it is a delightful and entertaining read and beautifully written by one of the best writers in the field of developmental cognitive science. Dr. Gardner has, once again, provided readers with a significant and well-articulated text that should be widely read and discussed. As with his previous books, detailed reference notes have been conveniently located in a section at the end of the book, so that the flow of the text is continuous. The four appendices (Books and Articles by Howard Gardner, Other Works About The Theory of Multiple Intelligences, Videos, Newsletters, and Miscellany, and Contacts on Multiple Intelligences Theory and its Application) represent a welcomed background for the more interested reader. The 292 pages of the book clearly delineate and reframe the original (1983) picture of his many 'kinds of minds' image. Every chapter title, save one, contains either the word 'intelligence' or 'intelligences' - an indication of the central theme throughout the book - to "challenge the psychometric consensus" by updating the reader with numerous fresh viewpoints from a cognitive developmental standpoint.

Like so many of the author's earlier books, Intelligence Reframed ought to have a powerful impact on all who read it because Gardner puts into words a common sense type of message that so many people in psychology, education, and the greater world already know: human beings are very special from each another. They learn in dissimilar kinds of ways, and to treat all of them as if they were the same and call everybody stupid who fails to resemble a certain prototype is simply a misguided assessment.

Since there are already five reviews, I just wish to add my endorsement of an excellent and timely book. For those who are not conversant with the MI (multiple intelligences) theory, this is the best updated and succint introduction. We get an understanding of the thinking processes of the author in breaking out of the straitjacket of intelligence defined by traditional I.Q. tests while maintaining stringent criteria in accepting what would come under the concept of intelligence. It is fascinating to see how he tentatively comes down to eight and half intelligences! In view of a whole industry of MI products and materials, quick MI profiles... enthusiasts must first read Chapter 6, "Myths and Realities about Multiple Intelligences". I personally fully share the ideal of developing understanding and the uniqueness of each person based on individual differences. We are given some clues. There is still an immense challenge in the implementation, esp. in having enough teachers with such competence for schools with large classes of 40 and above.

I chose this book by Howard Gardner because I wished to learn about his theory of Multiple Intelligences (MI). This being his most current version of that theory, I thought it would be the most relevant. I was not disappointed. As an elementary teacher-in-training, what I had heard of MI theory made sense to me: that our minds are made up of separate intelligences and each of us is stronger in some than in others. Current MI theory distinguishes 8.5 separate intelligences: logical-mathematical, musical, linguistic, bodily-kinesthetic, spatial, interpersonal, intrapersonal, natural, and the half-intelligence of spiritual. (Gardner feels that the term "spiritual intelligence" is too broad to meet his criteria for human intelligence; hence, he prefers the term "existential intelligence.")
Gardner defines intelligence as "...a biophysiological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture" (p. 33). He had held these 8.5 "candidate faculties" up against eight criteria derived from biological sciences, logical analysis, developmental psychology, and traditional psychological research (p. 35). He accepted as intelligences those faculties that met the criteria. While I find the criteria to be essential background to MI theory and important evidence upon which Gardner bases his theory, this is not what is important about this book.
What is important is that Intelligence Reframed provides an understandable overview of the various historical views of intelligence, including the first IQ tests; discussion of the seven original intelligences identified by the author; the so-called "new" intelligence candidates: spiritual, existential, and naturalist (people with an in-depth understanding of the live environment); contemplation of the possibility of including moral intelligence; and authentic uses for MI theory.
While discussing the abstract realm of spirituality, Gardner seems to work out on paper his hesitation to identify spiritual intelligence as a full intelligence. He concludes that existential intelligence, held up to his eight criteria, better fits the bill of human intelligence than does spiritual intelligence. He gets tripped up on the seemingly fluid terms he uses to describe spiritual intelligence, such as religion, mysticism, transcendent, feeling, gift, and higher truth. According to Gardner, those who possess existential intelligence are concerned with questions regarding the human condition such as the meaning of life, love, and death. He is more comfortable with this relatively concrete term, "existential," than with the term "spiritual." The author subsequently meanders into the realm of possibly identifying a moral intelligence, finally deciding that it does not fit the definition of intelligence, but it is rather a kind of person one develops into.
As I read Gardner's book, I felt as though I was privy to the inner-workings of his mind, beginning with his overview and explanations of each of the intelligences, and his arguments for and against spiritual, existential, and moral intelligences. A chapter of questions and answers allowed me to see even deeper into the author's contemplation on the subject of MI theory. He brings it all to an authentic conclusion as his final chapters discuss putting MI theory to work in the classroom, with an emphasis on individually configured education and curricula designed for in-depth understanding rather than for memorization of a myriad of facts. Gardner discusses assessment of MI through observation and simulations - in other words, assessing students as they do things - rather than, for example, multiple-choice testing. In addition, Gardner considers the benefits of MI theory in the business world and in museums (especially children's museums and art museums).
As a future teacher, I am reminded by Gardner of the importance of knowing my students and recognizing their various intelligences. However, I cannot stop there. Once I have such knowledge of my students, I must make use of it as I develop my curricula, my methods of teaching, and the ways in which I assess for understanding. MI theory goes hand-in-hand with social and emotional learning. In order to understand students' social and emotional development, one must recognize them as individuals with varied family, religious, and cultural backgrounds. We must also add to that list the various intelligences that children bring to the classroom. It is our job as teachers to have tools available to recognize and understand these differences, and to respect the diversity of backgrounds and intelligences that exist within each and every child. Gardner's Intelligence Reframed is an informative addition to every teacher's toolbox.