Multiplying the Problems of Intelligence by Eight: A Critique of Gardner's Theory

Abstract

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Factors in Instructional Decision-Making, Ratings of Evidence and Intended Instructional Practices of Australian Final Year Teacher Education Students

“…In addition, the concept of multiple intelligences (Gardner, 1993) appears to be widely discussed in education but was not examined by Hattie. The theory has been heavily criticized for its lack of supporting empirical evidence and problematic interpretation in terms of educational practice (Dekker, Lee, Howard-Jones, & Jolles, 2012;Klein, 1997;Waterhouse, 2006a;Waterhouse, 2006b Reading instruction based on the concept that acquisition of reading skills is primarily dependent on context and words are learned more easily in the context of the words around them and the story.…”

Inteligencias múltiples y su relación con inteligencias cognitiva y emocional en adolescentes

“…Introducción D e acuerdo con Klein (1997Klein ( , 1998) una versión débil o suave de la teoría de las inteligencias múltiples (IIMM) carece de interés, mientras que una versión dura o seria, como es la defendida por Gardner (1983Gardner ( , 1998Gardner ( , 1999, está inadecuadamente apoyada por la evidencia que presenta Gardner, además por la prueba en contra acumulada desde otras fuentes científicas. En gran medida la carencia de suficiente apoyo empírico a la teoría de las IIMM se debe a la práctica ausencia de instrumentos fiables y válidos para su evaluación, lo que genera insatisfacción entre profesionales e investigadores de la psicología y de la educación interesados en esta teoría (p.…”

Does the Differences in 6, 7, and 8-Year-Old Children’s Reading and Writing Success has to do With Diligence Rather than Intelligence

“…However, critics of the theory of multiple intelligences (e.g., Klein, 1997;Sternberg, 1983Sternberg, , 1991) have objected to its apparent lack of objective criteria, empirical evidence, and measurability, but if this has no merit, why do we sort students according to their intelligence in college? At the same time, some supporters of Gardner's (1983) ideas want every school to address all eight intelligences (Linguistic, Logical-Mathematical, Visual-Spatial, Musical, BodilyKinesthetic, Interpersonal, Intrapersonal, Naturalistic intelligence), which may seem like an admirable goal, but will almost guarantee that every student feels equally frustrated, since very few are equally intelligent in every way (Fisher, 2013; National Educational Psychological Services NEPS, 2012).…”