Frames of Mind: The Theory of Multiple Intelligences
by Howard Gardner
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List Price: ££12.99
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Manufacturer: Basic Books
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Average Customer Rating:  
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Binding: Paperback
Dewey Decimal Number: 153.9
EAN: 9780465025107
ISBN: 0465025102
Label: Basic Books
Number Of Items: 1
Number Of Pages: 496
Publication Date: 1993-03-31
Publisher: Basic Books
Studio: Basic Books
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Spotlight customer reviews:
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Customer Rating:
Summary: A Liberating Book!
Comment: Although the concept of Multiple Intelligences had existed for some time, Gardner brings fresh thoughts to the subject. His book "Frames of Mind" explains a non exhaustive list of human intelligences.
The book is an academic study primarily written for experts in his field. Although good, it can be tough to read for people outside the field. Thomas Armstrong helped interpret these intelligences for the general population in his book: 7 Kinds of Smart.
Having said that, Frames of Mind it is a powerful work that is worth investing the time to read and understand for those who want to understand the roots of the subject.
Whether there are seven kinds of intelligences or more is not that crucial, nor is the possibility that there are subsets to any or all of these different types of intelligences.
What is important is that if there are multiple intelligences, (and I for one agree), then a whole new world of opportunities awaits those who are willing to learn their true strengths and passions in life.
Formal schooling puts strong emphasis on Logical-Mathematical and Linguistic intelligence. Musical Intelligence (music class), Body Kinesthetic and Spatial-Intelligence (gym), Interpersonal Intelligence (intertwined in all classes--getting along with others), and Intrapersonal Intelligence (not taught much) are considered lower priority intelligences in our schools. Logical-Mathematical and Linguistic intelligences are clearly important. However, knowing about and exploring your other intelligences is beneficial as well.
Knowing that you possess other intelligences and the ability to pursue your natural gifts (full or part time) can be a liberating experience and a spiritual awakening!
The Re-Discovery of Common Sense: A Guide To: The Lost Art of Critical Thinking
Customer Rating:
Summary: It's all in how you look at it
Comment: Howard Gardner's `Frames of Mind: The Theory of Multiple Intelligences' is a fascinating book that helps to explain how and why different people seem to learn in different ways and possess different skills and talents. Gardner's main thesis throughout the text is that there is not one thing called intelligence, but rather several different types of intelligence that work together (or, sometimes, play together) inside each person's overall intellectual development and structure.
Gardner begins his discussion with an overview of the idea of multiple intelligences. The idea of different kinds of intelligence is hardly new, as Gardner concedes, but that idea having been formed, it is rarely carried forward save by the most innovative of teachers and thinkers. Why does a person, for instance, remember particular teachers from elementary or secondary school days rather clearly, while others not at all? Beyond the subject matter and interest, there is a manner of teacher connecting with the student that taps into dominant and active kinds of intelligence, despite the subject matter at hand.
Potential Isolation by Brain Damage
This establishes an autonomy of the function of a particular kind of intelligence from others, thus helping demonstrate uniqueness and separation.
The Existence of Idiot Savants, Prodigies, etc.
That certain kinds of intelligence can be highly developed in some to an extraordinary level also helps demonstrate uniqueness - for instance, rarely is the musical genius likewise a genius in all (or even many) other intellectual areas.
An Identifiable Core Operation or Set of Operations
There must be something that the intelligence processes or does in a particular way differently from others - for example, we process mathematical information and linguistic information in different ways.
Distinctive Development History
Intelligence, even if gifted naturally, has a development line that can be traced from earlier to later proficiency.
Evolutionary History and Plausibility
Intelligence can evolve to higher levels (this is readily seen in science and mathematics); likewise, intelligence can be lost in different arenas.
Experimental Data Support
Intelligences can be isolated and studied - linguistic and spatial abilities are often used as experiments easily documented.
Psychometric Finding Support
While the IQ test is hardly the final arbiter, there are ways of materially charting the relative state of intelligences of people in comparison with one another.
Susceptibility to Symbolic Expression
Intelligences should have a means of symbolic expression and transmission - linguistic intelligence can use words spoken and written; musical intelligence can use written and sound symbols, etc.
Using these criteria, Gardner proposes the following list of intelligences, alerting the reader that while this list is broad and encompasses much of human intelligence, it is not an exhaustive list.
Linguistic Intelligence
Musical Intelligence
Logical-Mathematical Intelligence
Spatial Intelligence
Bodily-Kinesthetic Intelligence
Personal Intelligence
Most of these items are fairly clear - we know that linguistic intelligence involves language, words, speech, and the understanding and use of such tools. Similarly, logical-mathematical intelligence is fairly well understood. It is on the basis of these two intelligences that most of Western academics is founded and evaluated - even the primary measuring instruments such as SAT tests recognise the difference between mathematical and linguistic abilities by separating out those tests and scoring them differently.
Musical intelligence is likewise understood. It is an intelligence people can tap into for enjoyment even if the sophisticated understanding of theory is not present, unlike the main part of logical-mathematical intelligence.
Spatial and bodily-kinesthetic intelligences are sensed by athletes, dancers, and others who use their bodies in ways that exceed normal abilities. These are intelligences that are closely related. A quarterback or a ballet dancer needs to have both an awareness of body motions and abilities as well as sense of the space involved for the action. However, these are separate intelligences. An architect may have a great sense for spatial requirements and have no real bodily-kinesthetic intelligence.
Perhaps the most difficult to express is the idea of personal intelligence. This is likewise the one intelligence that Gardner concedes he might have the most difficulty with in defining, symbolising, and expressing. It involves an ability to interact with others and with oneself. Perhaps Einstein is a classic example of a savant in logical-mathematical intelligence while being impaired in the personal intelligence arena - not having a good sense of himself and his relationships with others, with time, with place, etc. Religious leaders and diplomatic persons tend to be high in this intelligence.
In the third part of Gardner's book, he explores the education and application of intelligences. Gardner explores the educational systems of many cultures, past and present, to illustrate ways in which different kinds of intelligence are cultivated. A hunter needs good bodily-kinesthetic abilities as well as good spatial abilities honed to a high degree. City-dwellers tend to need linguistic and logical-mathematical abilities to a higher degree.
`As compared with hundred or even thirty years ago, talk about the development of intelligence, the realisation of human potential, and the role of education is very much in the international air.'
The ways in which all kinds of intelligence, including the very-difficult-to-teach personal intelligence, can be cultivated. First is the requirement of recognition of different kinds of intelligence and the ways in which students respond. In my theology class last semester, we had students who were divinity students, counseling students, and church music students. To have required the same pattern of assignment for each of these groups would have been unfair. So, one person turned in an audio tape as accompaniment for her theology paper. Another student framed her theological discussion in terms of a counseling session. These permitted the students to tap into their stronger intelligences while still learning what was valuable from the basic course materials.
This is a valuable book for teachers, pastors, counselors, parents, supervisors, and anyone who wants a clearer definition of what is working inside oneself as intelligence.
Customer Rating:
Summary: Disappointment for the Psycho "Metrician"
Comment: Undoubtedly, you all know of tests to "measure", your intelligence. For bad or good, those results have a strong psychological power. If the score is high, yourlife is said to be "made"--forlife--no struggle, just champagne and success. If the score is low, you are a no good animal--who ought to be "eugenicized". This conclusion is immoral--for thos scoring low; As for those scoring high--they too can't draw comfort--in such promises; becuase they can't be assured of making it in life; and many "high" scorers end upon welfare, or fast food employment. The "power" of a score is, thus political--because the tests are funded by the government, used in public hiring and teaching; and worshipped by the middle claesses, who view them as mealtickets into corporate America, and good universitites; sometimes, as calling cards to exterminate "undesirables". But Gardner's book offers those scoring "low", hope, against the negative psychological baggae, and legal favoritism of the test; against the often unstated negative effects knowledge among others, that one scored low, can have on one. Because, as history makes clear,intelligenc is exhibited in part,by spritied activity in seven areas, whose use and codification into symbol systems,evolved, as evolutnionary processes: music, math,language, social practice, naturalism, insight of others, etc, on down Gardner's list. In shorter terms,one CAN survive--but not only that--even become a valued member,in point of fact, of the the very socity he or she is part of; because the avenues to success are 7 in number--not one, contrarily to the assertions of the bigots who write these "tests". Gardner broadens evaluations--not so much as an innovation, so much, as in keeping with the HISTORICAL definition of a civilized, andcapapble person; in sad contrast to the arbitrary efforttolimit that notion to a "single" faculty. The implications in a wider social sense, are to great to name; in a scientific sense, it is erelvant, if only because it puts social "scientists" on notice--that thier assertions aren't going to be disregarded for their social implication--"fascism", and "eugenicism" will NEVER become part of any just, and decent social scheme--and no one, anywhere, will EVER be "eugenicized" or sterilized. finally, it must be understood, that the current practice of labelling, vulgarizing, and attaking people--will never be justified or allowed in any civilized setting anywhere, "science" or not.
Customer Rating: 
Summary: Intelligence is more complicated than IQ-rating suggests
Comment: Gardner's book is very well written. Although I am a layman in the psychological field, it was easy for me to understand the book. The empirical method Gardner used, is good in this respect. Intelligence is far more complicated than IQ-rating suggests. Gardner puts some very relevant question marks to IQ-testing. In my opinion IQ-rating is a cultural phenomenon. It measures aspects of intelligence that are most relevant in our Western world: logical-mathematical and linguistic intelligence. Culture is changing and more attention is given to other intelligence, e.g. interpersonal intelligence. Recently we bought for our children the software game LEGO Island. I was surprised to read that in this game the results of the Harvard Project Zero on multiple intelligence were used. Every character in this game is outstanding in one of the seven intelligences Gardners describes in his book.
Customer Rating:
Summary: Defining the future of education
Comment: This book should be read and adopted by all educators. If more schools used this concept, I am convinced we would have more creative and intelligent adults in 20 years. Gardner is truly a genius in our time.
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