4. Multiple Intelligence Theory
In order to design a set of English instructional materials based on multiple intelligences theory, the writer should have knowledge about multiple
intelligences theory. Therefore, in this part the writer discusses the theory of multiple intelligences namely: a definition of human intelligence, a description of
the eight intelligences, and implementing MI theory in the classroom.
a. Definition of Human Intelligence
Dr. Howard Gardner, professor of Education at Harvard University has conducted researches on the development of human cognition capacities. Based
on Gardner’s point of view, the common premise of intelligence theory adheres two fundamental assumptions: that cognition is unitary and that individuals can be
adequately described as having a single, quantifiable intelligence Campbell et al: xix.
Each intelligence has a developmental feature and is observable. Intelligences reveal distinctive cognitive features. The combination of each
intelligence which is used in highly personal ways may bring the strength to deal with problems. Gardner’s research revealed a wider family human intelligence
than was previously believed. Instead of viewing “smartness” in terms of a score on a standardized test, Gardner 1993: xv defined intelligence as:
The ability to solve problems that one encounters in real life The ability to generate new problems to solve
The ability to make something or offer a service that is valued within one’s culture
b. Description of the Intelligences
A brief description of Gardner’s eight intelligences follows:
1 Linguistic Intelligence
It involves the abilities to think in words and to use language to express and appreciate complex meanings Gardner, 1993: xvi. Writers, poets, lawyers,
newscasters are among those that sees as having high linguistic intelligence. This intelligence is highly valued and rewarded at school Kornhaber et al, 2004: 5
2 Logical-Mathematical Intelligence
It involves components such as mathematical calculations, logical thinking, problem solving, deductive-inductive reasoning, and the discernment of
patterns and relationship Gardner, 1993: 35. This intelligence is most often associated with scientific and mathematical thinking. Scientist, accountants,
engineer, and computer programmers demonstrate this intelligence. Like linguistic intelligence,
logical-mathematical intelligence
is emphasized
at school
Kornhaber et al, 2004: 6.
3 Visual-Spatial Intelligence
It dives into the capacity to think in three-dimensional ways as do sailors, pilots, sculptors, painters, and architects. This intelligence enables one to perceive
external and internal imaginary, to recreate, transform, or modify images, to navigate oneself, and objects through space, and to produce or decode graphic
information Gardner, 1993: xvii. This intelligence refers to both visual and spatial since people perceive and process information through both modalities.
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