Harvard psychologist Howard Gardner has been acclaimed as the most influential educational theorist since John Dewey. His ideas about intelligence and creativity - explicated in such bestselling books as Frames of Mind and Multiple Intelligences (over 200,000 copies in print combined) - have revolutionized our thinking.In his groundbreaking 1983 book Frames of Mind , Howard Gardner first introduced the theory of multiple intelligences, which posits that intelligence is more than a single property of the human mind. That theory has become widely accepted as one of the seminal ideas of the twentieth century and continues to attract attention all over the world.Now in Intelligence Reframed , Gardner provides a much-needed report on the theory, its evolution and revisions. He offers practical guidance on the educational uses of the theory and responds to the critiques leveled against him. He also introduces two new intelligences (existential intelligence and naturalist intelligence) and argues that the concept of intelligence should be broadened, but not so absurdly that it includes every human virtue and value. Ultimately, argues Gardner, possessing a basic set of seven or eight intelligences is not only a unique trademark of the human species, but also perhaps even a working definition of the species. Gardner also offers provocative ideas about creativity, leadership, and moral excellence, and speculates about the relationship between multiple intelligences and the world of work in the future.
How would a musical genius like Mozart have performed on the SAT or GRE? Well enough to go to an Ivy League? Difficult to say, of course, but thank goodness Howard Gardner thought to ask the question: Can every sort of intelligence be measured with the tools we've been using for the past century and more? In his 1983 book,
Frames of Mind, Gardner laid out the foundation for the theory of multiple intelligences (MI). In
Intelligence Reframed, a revisitation and elaboration of MI theory, he details the modern history of intelligence and the development of MI, responds to the myths about multiple intelligences, and handles FAQs about the theory and its application. He also restates his ideal educational plan, which would emphasize deep understanding of iconic subjects following from a variety of instructional approaches. (His book
The Disciplined Mind discusses this plan in more detail.) Most excitingly, Gardner discusses the possibility for three more intelligences. Of these, he endorses only one, the naturalist intelligence--a person's ability to identify plants and animals in the surrounding environment. He writes, "My recognition that such individuals could not readily be classified in terms of the seven antecedent intelligences led me to consider this additional form of intelligence and to construe the scope of the naturalist's abilities more broadly."
An absorbing read from cover to cover, Intelligence Reframed should be studied and discussed by teachers, administrators, policy makers, and all those eager to serve children and prepare them to lead fulfilling lives. --Brian J. Williamson
