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Multiple Intelligence Theory for Gifted Education Journal for the Education of the Young Scientist and Giftedness 2013, Volume 1, Issue 2, 1-12 Review Article Multiple Intelligence Theory for Gifted Education: Criticisms and Implications ABSTRACT: This paper scrutinizes giftedness and gifted learners under the Basak CALIK, Middle implications of multiple intelligence theory with regard to coaching young scientists. It is East Technical University, Education Faculty, one of the pluralistic theories toward intelligence while supporting to view individuals as Research Assistant, active participants during teaching and learning processes which correspond with the Ankara, applications of gifted education. The history and general characteristics of the theory is [email protected] explained to figure out why using multiple intelligence theory is beneficial for gifted learners, candidate of young scientists of the future under the reflection of some sample Bengi BIRGILI, Middle activities. Although benefits of the theory for the aforementioned era have been talked East Technical University, comprehensively, there are some criticisms toward theoretical perspectives and its Education Faculty, Ankara, applications, especially in Turkey. Generally, the paper tries to contribute the literature on the issue of gifted education by pointing out the use of multiple intelligence theory in [email protected] several domains. Key words: Multiple intelligence theory, gifted learners, young scientists, criticisms Received:21 Aug 2013 Revised:05 Nov 2013 Accepted:19 Nov 2013 © 2013 Journal for the Education of the Young Scientist and Giftedness ISSN: 2147-9518, http://jeysg.org 2 Multiple intelligence theory for gifted … INTRODUCTION Multiple Intelligence Theory is one of the most a singular form of it as a distinction from the debated issues of 21st century (Aborn, 2006; previous views of intelligence. Fasko, 2001; Han, 2007; Temiz, 2010; Ziegler, Howard Gardner is one of the proponents 2009). The reason is to be accepted considerably who suggest pluralistic theories toward the high by society because of the considered intelligence concept like Thorndike, Thurstone, assumption that people cannot be intelligent in a Guilford and Sternberg (Guilford, 1967; specific area and so they can be intelligent and Thorndike, 1920; Thurstone, 1938; Sternberg, skilful in different areas. There can be some 1985). Gardner proposed The “Theory of drawbacks for considering this theory, which has Multiple Intelligences” in his book Frames of Mind: been entering quickly in curriculum and The Theory of Multiple Intelligences in 1983 as a model instruction research, as a mere truth. However, it of intelligence that differentiates it into specific should be stressed that Multiple Intelligences (MI) (primarily sensory) "modalities", rather than seeing theory is one of the theories that can explain it as dominated by a single general ability. giftedness. In the light of these issues, in this study Gardner argues that there is a wide range of MI theory, its emergence, conceptual framework, cognitive abilities, and that there are only very importance & benefits, criticism attributed and weak correlations among them. For example, the how to adapt for gifted learners mathematics theory assumes that a child who learns to multiply education are tried to be examined. The literature easily is not necessarily more intelligent than a framed the minds about these issues while creating child who has more difficulty on this task. The some questions at the same time. Especially, how child who takes more time to master these two concepts can be merged to raise multiplication may best learn to multiply through a prospective scientists might be confusing due to different approach, may excel in a field outside the fact they are considered as two separate mathematics, or may be looking at and entities. The aim of the paper stems from this understanding the multiplication process at a notion and tries to bring some solutions of how fundamentally deeper level. Such a fundamental multiple intelligence theory can be utilized on understanding can result in slowness and can hide gifted education by providing concrete a mathematical intelligence potentially higher than instructional suggestions especially in mathematics that of a child who quickly memorizes the education. Additionally, it is being undertaken multiplication table despite possessing a less deep within a framework of intersection between understanding of the process of multiplication. giftedness and the approach provided by MI to Theory of multiple intelligences is concerned describe and shed light on the problems through with studies not only of normal children and giftedness phenomena and the attitude toward the adults but also on studies of gifted individuals, of issue. The methodology is aimed at providing persons who have suffered brain damage, of thoughtful insight about reason of rise of MI, experts and virtuosos, and of individuals from effects of MI on giftedness. Also it is themed diverse cultures. Moreover, his focus on this issue under the components of educational challenges is based on evolutionary biology, neuroscience, in the gifted learner’s education and how to anthropology, psychometric and psychological respond as consistent with MI under the criticism studies of prodigies and savants to create some umbrella of MI. criteria to identify the intelligence (Davis, Christodoulou, Seider & Gardner, 2011). The Rise of MI Theory Gardner divides intelligence into different Among the conflicting views toward intelligence components. In the first edition of his book like to be an innate trait or the role of "Frames of Mind" (1983), he described seven environmental factors on formulation of distinct types of intelligence -logical-mathematical, intelligence, a new theory appeared to combine verbal-linguistic, visual-spatial, musical, bodily- both of them. Namely, the intelligence is viewed kinaesthetic, interpersonal, and intrapersonal. In a as having some inheritable characteristics whereas second edition of this book, he added two more it can be changed via life experiences (Gardner, types of intelligence - naturalistic and existential 1983). Besides, people might have all types of intelligences. intelligences to different degree rather than having Journal for the Education of the Young Scientist & Giftedness, 2013, 1/2 Calik & Birgili 3 First eight of the multiple intelligences have attracted much attention. A concise list of the usually been being studied especially in educational basic characteristics of those eight intelligences fields whereas the existential intelligence has not was presented in Table 1 below. Table 1. Characteristics of multiple intelligences Verbal-Linguistic Logical- Visual-Spatial Bodily- Mathematical kinaesthetic Speaking, declaring problem solving graphing hands on choral speaking measuring, photographing experiments storytelling experimenting making visual physical activities presenting, retelling collecting data, metaphors changing room coding arrangement debating mapping stories sequencing, creative movement reading aloud making 3D projects classifying going on field trips dramatizing, painting critical thinking brainstorming illustrating physical education predicting activities book making using charts and playing logic games crafts nonfiction reading organizers solving puzzles dramatizing researching visualizing using manipulative using cooperative listening sketching learning the groups process writing patterning scientific model dancing writing journals visual puzzles using money using geometry Musical Interpersonal Intrapersonal Naturalistic Listening, singing cooperative learning personal response reading outside humming sharing, group work individual study identifying insects, plants rapping peer editing, peer personal goal setting rhyming teaching individual projects building habitats, gardens tapping out poetic discussing, journal log keeping brainstorming using a microscope rhythms personal choice in musical patterns cross age tutoring projects going on a nature walk playing instruments classroom parties independent reading studying the stars playing background forming clubs music social awareness bird watching, cloud watching conflict mediation collecting rocks natural experiments going to the zoo On the other hand, there are also some other view them as combination of existing intelligences intelligences which are suggested by Posner (2004) that’s why to create a new intelligence seem not as “attention intelligence” and by Luhrmann meaningful for them (Davis, Christodolou, Seider (2006) as “absorption intelligence” but don’t & Gardner, 2011). address a specific content so that they don’t meet The Reason of Rise of MI Theory the criteria to be included in the general list. Generally, opponents of candidate intelligences Journal for the Education of the Young Scientist & Giftedness, 2013, 1/2 4 Multiple intelligence theory for gifted … The general goal of the theory is stated as are easy for the level of gifted children, they do identification of multiple intelligence profiles of not solve and raise hand. When they solve the students and contribution to development of problems in the class, in that case his friends them. Importantly, the theory addresses different become disappointed. It can trigger chaos. What a intelligences, so to use it in educational arena student wants to do if he does not reflect himself might be fruitful especially for gifted children and anymore and inadaptable with his environment? this part
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