Christopher J. Ferguson
A number of scholars, including L.L. Thurstone and more recently Robert J. Sternberg, have argued that intelligence has been defined too narrowly. But Gardner, a professor of cognition and education at the Harvard Graduate School of Education, who won a prestigious MacArthur Foundation “genius award” in 1981, has had enormous influence, particularly in our schools.
Briefly, he has posited that our intellectual abilities are divided among at least eight abilities: verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, naturalistic, musical, interpersonal, and intrapersonal. The appealing elements of the theory are numerous.
It's “cool,” to start with: The list-like format has great attraction for introductory psychology and education classes. It also seems to jibe well with the common observation that individuals have particular talents. More important, especially for education, it implicitly (although perhaps unintentionally on Gardner's part) promises that each child has strengths as well as weaknesses. With eight separate intelligences, the odds seem good that every child will be intelligent in one of those realms. After all, it's not called the theory of multiple stupidities.