Theory of Multiple Intelligences: Is it a Scientific Theory?

Abstract

This essay discusses the status of multiple intelligences (MI) theory as a scientific theory by addressing three issues: the empirical evidence Gardner used to establish MI theory, the methodology he employed to validate MI theory, and the purpose or function of MI theory.

A Best-Evidence Synthesis of the Relationship of Multiple Intelligence Instructional Approaches and Student Achievement Indicators In Secondary School Classrooms

“…Based on his research of Gardner's work, Chen (2004) contends that for an ability to be defined as an intelligence, it must be able to be tested in terms of definitive criteria. Kornhaber, Fierros, and Veenema (2004) enunciate and concur with Chen's eight criteria which follow:…”

“…However, the issue of assessing individual profiles of intelligence is key to using multiple intelligences theory in the classroom. Chen (2004) The MIDAS was developed over a period of 6 years using a combination of rational and empirical methods of test construction using MI theory as a basis to guide interpretation of empirical results. Initially, a large number of items (n = 125) was generated through a careful reading of the behavioral characteristics of each intelligence as articulated in Frames of Mind (Gardner, 1993).…”

“…Chen (2004) argues that "The value of MI theory has been clearly established by its many successful applications in the field " (p. 22). While the proof of any theory lies in its quantification, Chen (2004) contends that, "Because MI theory is based on the conception of human cognitive functioning in diverse real-life situations, its scientific establishment is grounded in empirical data that describe the functioning of multiple abilities in diverse situations" (p. 18).…”

“…Chen (2004) argues that "The value of MI theory has been clearly established by its many successful applications in the field " (p. 22). While the proof of any theory lies in its quantification, Chen (2004) contends that, "Because MI theory is based on the conception of human cognitive functioning in diverse real-life situations, its scientific establishment is grounded in empirical data that describe the functioning of multiple abilities in diverse situations" (p. 18). Chen (2004) proceeds to argue that, "If we limit studies by relying on a single standard for the acceptable measurement of intelligence, our understanding of this most central capacity of human beings will be significantly restrained" (p. 19).…”

“…According to Chen (2004), "MI theory has given them [teachers and parents] more accurate perceptions of children's intellectual potentials and more specific methods for supporting and developing these potentials" (p. 20). One reason cited by teachers for adopting multiple intelligences theory was that it conformed to their classroom experiences.…”