Intelligence Reframed: Multiple Intelligences For The 21st Century by Howard Gardner Summary and Reviews
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Book Reviews of Intelligence Reframed: Multiple Intelligences For The 21st Century
Book Review: Stimulating and insightful
Summary: 4 Stars
I haven't read "Frames of Mind," although I'm familiar with the theory of multiple intelligences from other sources, so this was my first introduction to Gardner's writing. I found the book fascinating: each chapter focuses on one aspect of the theory (e.g., its applicability in the work place, or other candidates for "intelligences" besides the original 7). They're well written and easy to understand, and, although the depth of the discussion varies, I learned something from every chapter. I don't agree with the critics who argue that Gardner is coasting on his reputation: like Ornstein's right brain/left brain theory, the concept of multiple intelligences has taken on a life of its own, so I felt that Gardner's comments on what his theory is (and isn't), and how he views it today, were appropriate. I was especially struck by his discussion of "leader" intelligence: he describes a leader as primarily a good storyteller and communicator, and I found this an extremely enlightening comment on American politics. This is a good general introduction to Gardner's theories, as well as to his current thinking, and I found it stimulating and thought-provoking.Book Review: Important Tool for Teachers
Summary: 4 Stars
I chose this book by Howard Gardner because I wished to learn about his theory of Multiple Intelligences (MI). This being his most current version of that theory, I thought it would be the most relevant. I was not disappointed. As an elementary teacher-in-training, what I had heard of MI theory made sense to me: that our minds are made up of separate intelligences and each of us is stronger in some than in others. Current MI theory distinguishes 8.5 separate intelligences: logical-mathematical, musical, linguistic, bodily-kinesthetic, spatial, interpersonal, intrapersonal, natural, and the half-intelligence of spiritual. (Gardner feels that the term "spiritual intelligence" is too broad to meet his criteria for human intelligence; hence, he prefers the term "existential intelligence.") Gardner defines intelligence as "...a biophysiological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture" (p. 33). He had held these 8.5 "candidate faculties" up against eight criteria derived from biological sciences, logical analysis, developmental psychology, and traditional psychological research (p. 35). He accepted as intelligences those faculties that met the criteria. While I find the criteria to be essential background to MI theory and important evidence upon which Gardner bases his theory, this is not what is important about this book.
What is important is that Intelligence Reframed provides an understandable overview of the various historical views of intelligence, including the first IQ tests; discussion of the seven original intelligences identified by the author; the so-called "new" intelligence candidates: spiritual, existential, and naturalist (people with an in-depth understanding of the live environment); contemplation of the possibility of including moral intelligence; and authentic uses for MI theory.
While discussing the abstract realm of spirituality, Gardner seems to work out on paper his hesitation to identify spiritual intelligence as a full intelligence. He concludes that existential intelligence, held up to his eight criteria, better fits the bill of human intelligence than does spiritual intelligence. He gets tripped up on the seemingly fluid terms he uses to describe spiritual intelligence, such as religion, mysticism, transcendent, feeling, gift, and higher truth. According to Gardner, those who possess existential intelligence are concerned with questions regarding the human condition such as the meaning of life, love, and death. He is more comfortable with this relatively concrete term, "existential," than with the term "spiritual." The author subsequently meanders into the realm of possibly identifying a moral intelligence, finally deciding that it does not fit the definition of intelligence, but it is rather a kind of person one develops into.
As I read Gardner's book, I felt as though I was privy to the inner-workings of his mind, beginning with his overview and explanations of each of the intelligences, and his arguments for and against spiritual, existential, and moral intelligences. A chapter of questions and answers allowed me to see even deeper into the author's contemplation on the subject of MI theory. He brings it all to an authentic conclusion as his final chapters discuss putting MI theory to work in the classroom, with an emphasis on individually configured education and curricula designed for in-depth understanding rather than for memorization of a myriad of facts. Gardner discusses assessment of MI through observation and simulations - in other words, assessing students as they do things - rather than, for example, multiple-choice testing. In addition, Gardner considers the benefits of MI theory in the business world and in museums (especially children's museums and art museums).
As a future teacher, I am reminded by Gardner of the importance of knowing my students and recognizing their various intelligences. However, I cannot stop there. Once I have such knowledge of my students, I must make use of it as I develop my curricula, my methods of teaching, and the ways in which I assess for understanding. MI theory goes hand-in-hand with social and emotional learning. In order to understand students' social and emotional development, one must recognize them as individuals with varied family, religious, and cultural backgrounds. We must also add to that list the various intelligences that children bring to the classroom. It is our job as teachers to have tools available to recognize and understand these differences, and to respect the diversity of backgrounds and intelligences that exist within each and every child. Gardner's Intelligence Reframed is an informative addition to every teacher's toolbox.
Book Review: Interesting
Summary: 4 Stars
Even though Gardner brings up many good points about multiple intelligences and how they affect everyone, there were some chapters that it seemed that he just keep repeating the same concept over and over again. I truly felt that Gardner made many good points and that he is quite "intelligent." I agreed and disagreed about some of the intelligences, but in the end, he was able to convince me that maybe there are some things that we don't understand, but still can make sense. Even though I had to read it for a class, it was quite good and I would recommend it to anyone who wants to read up more about psychology or the MI theory that Gardner describes through out the book.Book Review: Gardner drifts on his reputation
Summary: 3 Stars
Full of interesting but trivial anecdotes, this work finds Gardner obviously in love with himself, and preaching to the converted among followers of his educational theories, which are based on a delineation of mental modes which is idiosyncratic and not in step with recent research. His Frames of Mind some years back was much more significant, and humbler.Book Review: A Nice, Well-Meaning Ruse
Summary: 3 Stars
Perhaps every good book has some axe to grind. In any case, knowing why it was written often helps more than anything else to understand what a book is about. In this case, the book is supposed to help deflate books like "The Bell Curve," and Arthur Jensen's seminal "The g Factor," which together argue that intelligence exists, is sociologically fateful, and highly heritable (i.e., that if everybody had the same genes for it, most of the variation presently observed in intelligence would not exist). This is related to "Herrnstein's syllogism" which says: intelligence significantly determines social status, and is also highly heritable, therefore, under equal opportunity in a free and fair meritocracy, social status will still be significantly heritable. This, of course, is considered politically unacceptible by many if not most Americans today (although Thomas Jefferson apparently accepted it, cf. his "natural aristocracy"), and so Gardner has been warmly received as a foe of it.
Gardner's tactic is simple: he denies that intelligence exists, or at least that IQ tests measure intelligence. Instead he postulates "multiple intelligences," such as "kinesthetic intelligence" (physical/athletic coordination/skill), and "social intelligence" (social grace/ability). Musical talent too gets a re-name, but I forget what it is.
So as you can see, all this, while certainly interesting (since all these various talents are certainly interesting to explore and very valuable) basically amounts to what an ordinary person with common sense usually calls a "purely semantic argument."
In other words, Gardner does not show that there is anything wrong with Herrnstein's heresy besides a choice of words. Remove the term "intelligence," and plug in the term "IQ test score," and the same politically heretical conclusion follows, thus: IQ test score significantly predicts social status, IQ test score is highly heritable, therefore in a free and fair meritocracy social status will be significantly heritable. Gardner has done nothing to forestall the dreaded heresy. He has, however, allowed people to believe that he does, and thus enjoyed an unearned boost from the forces of political correctness, as other reviews will show.
How many legs does a dog have, if you call a tail a leg? Four. Calling a tail a leg doesn't make it one. Neither can calling athletic ability, musical talent, and social grace "multiple intelligences" do anything to change the biological heritability (or lack thereof) of socioeconomic status.
The meaning of a word depends on how people actually use it. If most ordinary English speakers call athletic ability, musical talent, and social grace "talents" rather than "intelligences," then that's what they are. Conversely, if IQ tests do measure what most people do call "intelligence," then IQ tests measure intelligence. To the extent that these things are true, they're just true by definition.
When it comes to the facts behind the words, Gardner's "intelligences" may themselves be just as heritable, if not more so, than traditional IQ test scores, and thus may even add to the expected biological heritability of social class. Gardner's work on the nature of various talents may be interesting, but his reputation as an ally of political correctness is a sham. The only thing politically correct about the MI theory is its capricious abuse of language in the service of an Orwellian attempt to alter reality by changing what things are called.
However, if you're just looking for a good book on these various talents, go for it.