| Table 1.1: Gardner’s Theory of Multiple Intelligences | ||
|---|---|---|
| Dimension of Intelligence | Example of Profession | |
| Interpersonal | Counselor Politician Salesperson |
|
| Intrapersonal | Researcher Novelist Entrepreneur |
|
| Bodily/Kinesthetic | Athlete Firefighter Actor |
|
| Musical/Rhythmic | Musician Composer Disk Jockey |
|
| Verbal/Linguistic | Journalist Teacher Lawyer |
|
| Logical/Mathematical | Engineer Programmer Accountant |
|
| Naturalist | Environmentalist Farmer Botanist |
|
| Visual/Spatial | Navigator Sculptor Architect |
|
| Existential | Philosopher Theorist |
|
Gardner’s theory of multiple intelligences (MI) immediately attracted a great deal of attention in education. Within a year of its publication, plans were under way to establish the Key School in Indianapolis (now known as the Key Learning Community), with a curriculum entirely based on MI theory.
Because he is a contemporary theorist, the full impact of Gardner’s MI theory has yet to be determined, and determining its influence on early childhood curriculum is a work in progress. In the latest edition of Frames of Mind, Gardner describes two major curricular implications of MI theory for teachers, individualizing and operating from a pluralistic perspective:
By individualizing, I mean that the educator should know as much as possible about the intelligences profile of each student. . . . and to the extent possible . . . teach and assess in ways that bring out that child’s capacities. By pluralizing, I mean that the educator should decide which concepts, topics, or ideas are of greatest importance, and should then present them in a variety of ways. (Gardner, 2011, p. xvi)