Linguistic intelligence involves sensitivity to spoken and
written language, the ability to learn languages, and the capacity to use
language to accomplish certain goals. This intelligence includes the ability to
effectively use language to express oneself rhetorically or poetically; and
language as a means to remember information. Writers, poets, lawyers and
speakers are among those that Howard Gardner sees as having high linguistic
Logical-mathematical intelligence consists of the capacity to analyze
problems logically, carry out mathematical operations, and investigate issues
scientifically. In Howard Gardner's words, it entails the ability to detect
patterns, reason deductively and think logically. This intelligence is most
often associated with scientific and mathematical thinking.
Musical intelligence involves skill in the performance, composition,
and appreciation of musical patterns. It encompasses the capacity to recognize
and compose musical pitches, tones, and rhythms. According to Howard Gardner
musical intelligence runs in an almost structural parallel to linguistic
Bodily-kinesthetic intelligence entails the potential of using one's
whole body or parts of the body to solve problems. It is the ability to use
mental abilities to coordinate bodily movements. Howard Gardner sees mental and
physical activity as related.
Spatial intelligence involves the potential to recognize and use the
patterns of wide space and more confined areas.
Interpersonal intelligence is concerned with the capacity to
understand the intentions, motivations and desires of other people. It allows
people to work effectively with others. Educators, salespeople, religious and
political leaders and counsellors all need a well-developed interpersonal
Intrapersonal intelligence entails the capacity to understand
oneself, to appreciate one's feelings, fears and motivations. In Howard
Gardner's view it involves having an effective working model of ourselves, and
to be able to use such information to regulate our lives.
Notice that the first two are the areas that are traditionally taught in school, the next three are the arts, and the last two are what he calls personal intelligences. His work did not mean that you should neglect teaching language and math to children who demonstrated intelligence in other areas. It simply showed that using activities from the different intelligences would make it easier for all children to learn. For example, I used popular songs to teach grammar. We would hunt for pronouns in song lyrics like "My Guy" while I played the songs and the children hummed through the lyrics with a highlighter, coloring in all the pronouns. Pronouns are a hidden part of speech for many children. They actually point to the interpersonal area, because they are used in conversations. Children who have not had a large amount of conversation with adults may not be very good with pronouns. But, music can open that door for them.
Likewise, it is important to remember that, contrary to what your teacher said when she threatened that you would be digging ditches if you didn't learn to read, write, and do math, you may actually become a milionaire if you have a very well developed intelligence in either of the other areas. An example would be musicians, actors like Tom Cruise who is dyslexic, CEO's who have a secretary to handle correspondence because they can't write or read well, athletes, talk show hosts, computer technitions, etc.
Try the QUIZ here to see what your strengths are.
Remember, God created us with different strengths because there are many problems in the world that our individaul skills may solve. That teacher who gave you a hard time because you didn't fit her mold, she paid top dollar for concert tickets to see her favorite musicians perform. And, where is your report card now? Who besides you really cares what her comments were about you then?