Multiple Intelligences. The name alone brings back memories of educational philosophy classes across the nation. For many teachers, however, the theory of Multiple Intelligences is yet another tool they pull out of their scholastic bag of tricks. Yet the model is still questioned, and rightfully so. After all, there is no irrefutable substantiation supporting such a method and pigeonholing young minds can be essentially detrimental due to the fact that they are developing daily. For one to choose to support or oppose such a controversial technique within the classroom, they need to be not only informed of its basic concepts, but be willing to confirm or deny without hesitation that each learner does indeed have a preferred, or even dominant, learning style.

The Theory of Multiple Intelligences was born from the mind of Howard Gardner, a developmental psychologist who became interested in educational psychology through working with the likes of Erik Erikson, noted for his theory on human psychosocial development. Gardner worked with a variety of learners throughout his studies, which is where his interest was piqued in how the mind best learns. It is in this theory that Howard Gardner explains that intelligence is not simply limited to a child’s ability to formulate answers to mathematical equations or comprehend the written word effectively. He instead allows for numerous “Intelligences" for the brain to grasp and is emphatic that each learner has the ability to develop any of these intelligences. What is usually found through taking such an assessment that can now be readily found and completed online, is that many people fall within several of these categories. The theory, published in the early 1980’s, is summarized below by Kendra Cherry: “According to this theory, people have many different ways of learning. Unlike traditional theories of intelligence that focus on one, single general intelligence, Gardner believed that people instead have multiple different ways of thinking and learning. He has since identified and described eight different kinds of intelligence:

1. Visual-spatial intelligence
2. Linguistic-verbal intelligence
3. Mathematical intelligence
4. Kinesthetic intelligence
5. Musical intelligence
6. Interpersonal intelligence
7. Intrapersonal intelligence
8. Naturalistic intelligence He has also proposed the possible addition of a ninth type which he refers to as "existential intelligence" (Cherry, 2014). Since that time, the idea that MI could allow any student the ability to learn has taken shape, and has been categorized as a way to differentiate within a classroom.

Evidence for and against such a broad theory, however, abounds. At one time considered one of the best practices within instructive diversity, Multiple Intelligences has taken a back seat to a more rigorous style in that children are now expected to cite textual evidence even within elementary grades, and all learners are to read at or above grade level in order to synthesize the onslaught of information being provided institutionally. Although such standards are not necessarily well-received either inside or outside of the scholastic community, they often take precedence in this data-driven world. Yet their use, at times, persists in that one may now utilize Standards-Based Multiple Intelligences within a 21st Century classroom setting. In College Quarterly, Donovan MacFarlane writes: “This paper examines the theory of Multiple Intelligences (MI) as the most viable and effective platform for the 21st Century educational and instructional methodologies based on the understanding of the value of diversity in today’s classrooms and educational institutions, the unique qualities and characteristics of individual learners, the opportunities that arise from applying the ideas of Multiple Intelligences, the need for flexibility and adaptation in a global society, and the increasing demand for accountability at all levels of education" (McFarlane, 2011). Gearing up for the 21st Century Classroom is this generation’s favored phrase. Yet although it can be a part of the equation, there is no definitive evidence that Multiple Intelligences, standards-driven or not, can yield the desired outcomes unilaterally. Furthermore, although studies done for both Special Education and the Arts have shown that Multiple Intelligences can have a positive impact on student learning, the theory has not been tested on its capacity to improve ability level, which is, in essence, the very reason for reform of any kind.

As such, the question remains as to if there truly is a preferred learning style. Although the theory is intended to develop a system that can help to garner more knowledge about oneself and enhance scholastic endeavors it is, in essence, a theory, a philosophy. Multiple Intelligences may be used as a guide to understand that no student learns in the exact same manner, and, as such, there should be no “one size fits all" teaching.

In the end, the theory of Multiple Intelligences within the classroom setting is one to be considered thoughtfully. Until a student has a true understanding of themselves, how they like to learn, and in what situation they feel they thrive best, this instructional ideal may change monthly, if not weekly. Not only might this vacillation occur within the student’s mind, but also within each individual classroom setting as many teachers have an innate ability to reach unmotivated learners in a variety of ways. The tell-tale sign of a true educator is the capability to know that one day, for every student, that bag of tricks will pay off. The theory of Multiple Intelligences may have its place, but the best learning will come from a classroom that strives to reach the individuality of each student and differentiates based on need.

Works Cited

Cherry, K. (2014, December). Howard Gardner Biography. Retrieved from http://psychology.about.com/od/profilesal/p/howard-gardner.htm. McFarlane, D. (2014, Spring). Multiple Intelligences: the most effective platform for global 21st century educational and instructional methodologies. In College Quarterly, 14(2). Retrieved from http://www.collegequarterly.ca/2011-vol14-num02-spring/mcfarlane.html.