Blogaquarium: I Think…Therefore…MI!

Howard Gardner’s Multiple Intelligence’s theory is a longstanding high-interest topic in education. The initial interest for educators is the notion that everyone learns differently. The immediate challenge is trying to accommodate nine different paths to learning in endless combinations. In order for the theory to be useful to educators, it needs to be looked at more holistically. When you look at the nine intelligences, what common traits do you see? What are the similarities among their unique traits? How can we make sense of nine different paths to learning? These intelligences do not act in isolation…they are fluid, overlapping and changing on the fly all the time. Want to refresh yourself on the characteristics of each intelligence? Read through my free detailed intelligence profiles online.

I developed the Wheel of MI Domains to clarify the relationship of the intelligences in a practical way. On the wheel, the intelligences are grouped into three regions: the interactive, analytic, and introspective domains, to help teachers think about the intelligences in practical, usable ways.

Here’s the wheel, followed by an explanation of each domain:

The Analytic Domain: Thinking Critically

The traditional focus of education has been critical thinking: the ability to reason, make sense of information and solve problems. If we were to identify those intelligences that serve this purpose, which would they be? Which of Gardner’s nine intelligences best fit into a domain of critical thinking? Obviously, the logical intelligence is a strong candidate with its emphasis on reasoning and problem solving. What other intelligences augment these logic-driven processes?

Consider the rhythmic intelligence as a second intelligence that promotes critical thinking. Once patterns have been identified, how does the mind organize information into manageable frameworks? Consider the naturalist intelligence as a pathway to organized understanding and recall of data.

In each of these three intelligences - the logical, rhythmic, and naturalist - understanding takes place through an analysis of information as it is encountered, whether naturally or by design. Even though they can have connections to and overlap with the other intelligences, these three most fundamentally promote the process of analyzing and incorporating data into existing schema, and are by their nature heuristic processes. For these reasons, they are grouped into the analytic domain of intelligence.

The Introspective Domain: Thinking Within

Which of the intelligences best fit into a domain of personal understanding? The spatial intelligence is a strong candidate, with its emphasis on visualizing, imagining, and spatially organizing ideas and concepts. Once one can internalize the world using spatial intelligence, it is a natural extension to imagine beyond what is seen. This is the source of hopes and dreams, the impetus behind all achievement. What other intelligences support the personal component of human cognition?

Consider the intrapersonal intelligence as a distinct path to learning that taps into personal understanding. Intrapersonal intelligence helps students to make an affective connection with the curriculum. To learn to solve quadratic equations is a valuable skill in isolation, but to know when and how to use it in everyday life makes it meaningful and useful beyond discrete mathematics.

What about the connection between personal learning and the larger world around us? Consider the existential intelligence as the final facet of the introspective domain. By making connections across subjects and experience, learning has a greater depth of understanding. From family and community to world and universe, the existential intelligence helps us connect to the larger truths of life.

In each of these three intelligences - the spatial, intrapersonal and existential - understanding takes place by attaching meaning and value to the content that must be mastered. While there is overlap with all the intelligences, these three specifically attach affective connection to learning so that achievement is optimal. For these reasons, they are grouped into the introspective domain of intelligence.

The Interactive Domain: Thinking Outward

When all is said and done, learning and demonstrating understanding is best showcased in hands-on situations. Taking risks, testing assumptions, and interacting with our surroundings are the stuff of real-world productivity. When Gardner defines intelligence as “the ability to solve problems and create products of value in one’s own culture,” this is what he has in mind. Sure, the analytic and introspective intelligences are key in the holistic process of learning, but from early on we are doers by nature. Just as Bob (the high school vocational education teacher) has discovered, the proof is in the doing.

This has been an issue in the traditional classroom. If a learner’s intelligence strengths were not verbal and logical, that student would be handicapped in both learning and assessment performance. Put that same learner in an environment where all the intelligences are exercised and valued, and it’s a level playing field where everyone can be successful. Being empowered to interact with language, with others, and with the learning environment is incredibly liberating. Suddenly the possibilities are endless, in the classroom and beyond.

The remaining three intelligences nicely fill out this third domain of active learning. The linguistic intelligence, though traditionally valued in education, is nonetheless a powerful conduit for active learning through speaking, reading and writing. Orally, through texts, in original expository and creative writing; using the many forms of language to negotiate and express understanding is critical in building mastery-level knowledge.

Consider the kinesthetic intelligence as another realm that promotes interactive learning. Hands-on learning in its many forms is the most common form of performance task, and the easiest to assess by peer and teacher observation. Unfortunately, as students move higher in their academic careers, the less opportunity they are given to exercise their kinesthetic intelligence. If we are committed to accommodating all the intelligences in our classrooms, this must change.

Finally, the interpersonal intelligence rounds out the domain of active learning with its emphasis on interaction with others. Through peer conferencing, pair-sharing, cooperative groups, and collaborative projects, learning takes on a social dimension that takes learning to a higher level of understanding. Practice of successful interactions will strengthen every student’s learning experience.

The three interactive intelligences - linguistic, kinesthetic, and interpersonal - make learning action-oriented. While all three domains are crucial in ensuring success for all learners, these three intelligences make learning a practical, real-world experience. For these reasons, they are grouped as the interactive domain of intelligence.

Want to consider the MI wheel in more detail? Read more about the MI domains on my free MI website.

Further Reading

Intelligence Quest: Project-Based Learning and Multiple Intelligences