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The Theory Of Multiple Intelligences was proposed by Howard Gardner in 1983 as a model of intelligence that differentiates intelligence into various specific (primarily sensory) modalities, rather than seeing it as dominated by a single general ability.

Gardner argues that there is a wide range of cognitive abilities, and that there are only very weak correlations between these. For example, the theory predicts that a child who learns to multiply easily is not necessarily generally more intelligent than a child who has more difficulty on this task. The child who takes more time to master simple multiplication.

  • may best learn to multiply through a different approach,
  • may excel in a field outside of mathematics, or
  • may even be looking at and understanding the multiplication process at a fundamentally deeper level, or perhaps as an entirely different process.

Such a fundamentally deeper understanding can result in what looks like slowness and can hide a mathematical intelligence potentially higher than that of a child who quickly memorizes the multiplication table despite a less detailed understanding of the process of multiplication.

The theory has been met with mixed responses. Traditional intelligence tests and psychometrics have generally found high correlations between different tasks and aspects of intelligence, rather than the low correlations which Gardner’s theory predicts. Nevertheless many educationist support the practical value of the approaches suggested by the theory.

The theory of multiple intelligences is Howard Gardner’s theory that proposes that people are not born with all of the intelligence they will ever have. It says that intelligence can be learned throughout life. Also, it claims that everyone is intelligent in at least eight different ways and can develop each aspect of intelligence to an average level of competency.


Neurons have the major control of our intelligence development. Dermatoglyphs analysis can help us discover the development of our neurons and understand our innate strength and weakness. Even Albert Einstein has only used 30% of his innate intelligence, the rest is developing intelligence. How can parents and educators help children develop their intelligence?

Before Dr. Howard Gardner has proposed the theory of multiple intelligence in his book Frames of Mind in 1983, the intelligence development of students completely has depended on the expectation of their parents and educators. In other words, the expectation of the teachers has a great impact on how well the students perform. In 1970s, educators are requested to show positive attitudes toward all students. These resolutions have encouraged a lot of students. There was, however a few theories have developed about intelligence.

Dr. Gardner’s Frames of Mind around multiple intelligence has had a profound impact on thinking and practice in education. His theory suggests that there are a number of distinct forms of intelligence that each individual possesses in varying degrees. Gardner points out that the different intelligences represent not only different content domains but also learning modalities. His further implication of the theory is that assessment of abilities should measure all forms of intelligence.

In Dr. Gardner’s theory, he also stresses the importance of:

  • Ability of problem solving.
  • Cultural influence.
  • Ability to look forward to new challenges.


This intelligence has to do with introspective and self reflective capacities. Those who are strongest in this intelligence are typically introverts and prefer to work alone. They are usually highly self aware and capable of understanding their own emotions, goals, and motivations

They often have an affinity for thought based pursuits such as philosophy. They learn best when allowed to concentrate on the subject themselves.

There is often a high level of perfectionism associated with this intelligence.


This area has to do with logical, abstract, inductive and deductive reasoning and numbers. It is safe to assume that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities.

A more accurate definition places emphasis less on traditional mathematical ability and more reasoning capabilities, abstract pattern recognition, scientific thinking and investigation , and the ability to perform complex calculations.


Verbal – linguistic intelligence has to do with words, spoken or written.

People with verbal-linguistic intelligence display a facility with words and languages.

They are typically good at reading, writing, telling stories & memorizing words and dates. They tend to learn best by reading, taking notes, and listening to lectures, via discussions and debates.

natural smart

Naturalist Intelligence involves understanding the natural world of plants and animals, noticing their characteristics and categorizing them.

It generally involves keen observation of environment and surrounding and the ability to classify other things as well.

team work

This intelligence has to do with interaction with others.

People in this category are usually extroverts and are characterized by their sensitivity to other’s moods, feelings, temperaments and motivations and their ability to cooperate in order to work as part of a group.

They communicate effectively and empathize easily with others and may be either leaders or follower. They typically learn best by working with others and often enjoy discussion and debate.

picture smart

This intelligence has to do with vision and spatial judgment.

People with strong visual-spatial intelligence are typically very good at visualizing and mentally manipulating objects. They have a strong visual memory and are often artistically inclined.

Those with visual-spatial intelligence also generally have a very good sense of direction and may also have very good eye – hand coordination. This is also seen as a characteristic of the bodily – kinesthetic intelligence.


This intelligence has to do with movement, physical activity and body coordination.

In this category, people are generally adept at physical activities such as sports or dance and often prefer activities which utilize movement.

They may enjoy acting or performing, and in general they are good at building and making things.

It requires the skills and dexterity for fine motor movements such as those required for dancing, athletics, surgery, craft making etc.


This intelligence has to do with rhythm, music, and hearing.

Those who have a high level of musical – rhythmic intelligence display greater sensitivity to sounds, rhythms, tones and music.

They normally have good pitch and may even have absolute pitch and are able to sing, play musical instruments and compose music.

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