Critical Approach to Multiple Intelligence Theory

Intelligence is a concept that was studied over thousands of years, at least from the years of Aristotle and Plato. Psychology is at the center of approaches and theories of intelligence since its emerging as a science (Kaufman and ark.,2013).
One of the most popular intelligence theories is the Multiple Intelligence Theory (MIT) which was elaborated by Howard Gardner in 1983. Gardner was thinking that linguistic and logical-mathematical intelligence were highly emphasized but other predictors of intelligence were misleading (Chen ve ark.,2009). Therefore he introduced eight types of intelligence mainly based on skills. These are visual-spatial, linguistic verbal, interpersonal, intrapersonal, logical-mathematical, musical, bodily-kinesthetic, and naturalistic (Chen ve ark.,2009; Kleinman,2013). Gardner’s theory made two important assumptions. First, every human beings carry these eight type of intelligence. Second, any two persons, even though identical twins’, intelligence profile can be the same (Chen ve ark.,2009). The theory also brings a new perception by saying intelligence is both innate and environmental where has a long debate whether it is innate or environmental (Çalık,2013).
Gardner’s theory became popular, especially among educators. One of the most important benefits of it is making a definition of giftedness (Çalık,2013). Moreover, it inspired balanced education programs, directions suitable to different learning styles, specialization of student’s needs (Klein,1997).
Although the theory was highly praised, it is criticized as well. One of the critics was Robert Sternberg who is the creator of the Triarchic Theory of Intelligence. Sternberg says Gardner didn’t explain the mechanism behind these intelligence types. Moreover, he says intelligence is a broad concept and Gardner makes it too specific. Also, subtypes of intelligence in his theory are basic skills (Kantowitz ve ark.,2014). It may not be so easy to make a distinction between intelligence and skills (White ve Breen,1998). Gardner and Moran defined skills as results of intelligence operations (Gardner ve Moran,2006).
Klein’s criticism is about MIT’s answers to the question of what is intelligence. If we ask “what makes him a good dancer?” theory explains it as “He has a high bodily-kinesthetic intelligence”.Then we can ask what bodily-kinesthetic intelligence is. It is “someone’s ability to direct her/his body in a skilled and effective way for a purpose. This definition almost is a definition of dance. Then we can conclude what makes a good dancer is his ability to dance well. The definition of intelligence is circular in that theory (Klein,1997).
Lohman says the reason why parents and teachers are attracted by this theory that much is, it suggests every child is special and giftedness is multidimensional, not unidimensional. The lack of theory is not mentioning about working memory and inductive reasoning (Lohman,2001). Waterhouse suggests that MIT is not supported with validated data, neuroscientific phenomena, and empirical findings.
Since its first release, it became so popular even not expected from Gardner. The educators were more interested in it than psychologists. (Chen ve ark.,2009). Although all of the criticism is made, it has beneficial outputs for gifted children (Çalık,2013). Because of the lack of validated data, it should be worked on it still.
Fatma Betül Yılmaz
Research Assistant
 
 
REFERENCES
Calik, B., & Birgili, B. (2013). Multiple intelligence theory for gifted education: Criticisms and implications. Journal for the Education of Gifted Young Scientists, 1(2), 1-12.
Chen, J. Q., Moran, S., & Gardner, H. (2009). Multiple intelligences around the world. John Wiley & Sons.
Gardner, H., & Moran, S. (2006). The science of multiple intelligences theory: A response to Lynn Waterhouse. Educational psychologist, 41(4), 227-232.
Kantowitz, B. H., Roediger III, H. L., & Elmes, D. G. (2014). Experimental psychology. Cengage Learning.
Kaufman, J. C., Kaufman, S. B., & Plucker, J. A. (2013). Contemporary theories of intelligence.
Klein, P. D. (1997). Multiplying the problems of intelligence by eight: A critique of Gardner's theory. Canadian Journal of Education/Revue canadienne de l'education, 377-394.
Kleinman, P. (2012). Psych 101: Psychology Facts, Basics, Statistics, Tests, and More!. Simon and Schuster.
Waterhouse, L. (2006). Multiple intelligences, the Mozart effect, and emotional intelligence: A critical review. Educational Psychologist, 41(4), 207-225.
White, D. A., & Breen, M. (1998). Gifted Education and the Perils of Misusing Multiple Intelligences. Gifted child today, 21(2), 12-17.