Pedagogical Possibilities for ICT

Multiple intelligences

For a while, there were voices arguing that intelligence was better conceived as a set of possibly independent factors. Later findings from AI (Artificial Intelligence) research, developmental psychology, and neurology, prompted investigators to put forth the view that the mind consists of several independent modules or intelligences. In the 1980s, Howard Gardner formulated his theory of multiple intelligences (1983; 1993), in which he stated that people use one or more of at least seven (more recently eight and even nine) relatively autonomous, intellectual capacities to approach problems and create products. In many aspects, Gardner’s views run against entrenched notions of pedagogical psychology. Gardner’s seven intelligencies are:

1 Linguistic intelligence (as in a poet);

2 Logical-mathematical intelligence (as in a scientist);

3 Musical intelligence (as in a composer);

4 Spatial intelligence (as in a sculptor or flight pilot);

5 Bodily kinaesthetic intelligence (as in an athlete or dancer);

6 Interpersonal intelligence (as in a salesman or teacher);

7 Intrapersonal intelligence (exhibited by individuals with accurate views of themselves).

What is important to the present discussion is Gardner’s stress on the fact that a particular intelligence cannot be conceptualized independently of the particular context in which an individual happens to live, work and play, and the opportunities and values provided by that milieu. For example, Bobby Fisher might have had the potential to be a great chess player, but if he had lived in a culture without chess, that potential would never have been manifested, let alone actualized.

The time has come for schools to incorporate a wider array of mental processes and activities into the learning process. Whereas traditional classes have been dominated by the spoken and printed word, the new classroom should practice a multisensory enhanced learning. Indeed, as long ago as 1920, Vygotsky’s work (see Vygotsky, 1978) showed that a child’s cognition and thinking, to a great extent, relied upon the manipulation of material objects used as tools as well as societal surrounding.

Intelligence is always an interaction between biological proclivities and opportunities for learning in a particular cultural context. Vygotsky and Papert would agree wholeheartedly with Gardner; and Papert would especially emphasize the role of immediate surroundings, allowing and prompting the child to investigate and consciously transforming purposely its material, energetic and informational aspects and components.

Unfortunately, as Gardner and Papert never miss the chance to point out, the school system, which largely reflects yesterday’s Western culture, teaches, tests, reinforces, and rewards primarily only two intelligences: verbal and logical- mathematical. These two intelligences are, of course, essential for effective functioning in a knowledge society, but so are all the other intelligences. Not only have the other kinds of intelligence been highly developed by gifted graphic artists, dancers, musicians and writers, they may also be pathways to learning for many poorly achieving students who do not learn in legitimate ways. For everyone, developing these multiple intelligences increases creativity, flexibility of thinking, and the broad cultural and humanitarian background that enriches living.

The resources for this enrichment are typically thought of as material artifacts like books, textbooks, and computer files. However, other individuals are part of one’s distributed intelligence also. Most workers do not depend exclusively on their own skills and understanding; rather, they assume the presence of others in their work environments. This view is brought home vividly when one considers an office or a classroom that is being computerized and has access to the WWW.

Division of Higher Education: ©UNESCO 2005