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00:00안녕하세요, EBS viewers.
00:18Welcome to Wee Dei Han Su Up, Great Minds.
00:22I'm Howard Gardner.
00:24I'm a research professor at the Harvard Graduate School of Education,
00:28and I'm going to talk with you now about the theory with which I am most well-known,
00:35the theory of multiple intelligences.
00:37With a lot of research and a lot of help, I came up with the notion
00:40that the mind is better described as a number of semi-autonomous computers.
00:47These are semi-autonomous computers,
00:50and the best way to understand an individual's intelligences
00:56is to spend a lot of time with them and try out lots of different things,
01:00and then you can get an idea of their profile of intelligences.
01:12Somehow I had given voice, but also evidence,
01:16there's a 400-page book called Frames of Mind,
01:18for a description of the mind of these semi-independent, semi-autonomous intelligences.
01:26And I guess the way I would put it is any teacher who's worked with students for a while
01:30knows that if a student's good in math,
01:33they just don't know if they're going to be good in playing lacrosse.
01:37These are relatively independent skills,
01:39and I gave intellectual credibility to this claim.
01:44So here I was, a psychologist being adopted, so to speak, by educators.
01:50It was very interesting to me because I'm an educator,
01:53but I don't work in kindergarten through secondary school,
01:56and those were the educators that were most interested in ideas
01:59because people said,
02:01oh, seven intelligences, we need to have seven classes.
02:05Or seven intelligences, we need to have seven tests.
02:08I hadn't said any of this.
02:11People looked at this claim by this Harvard professor
02:14that we've got different computers here,
02:16and they used that as a lever to do what they wanted to do anyway,
02:21which could be grouping students or using certain kinds of lessons
02:25or having certain kinds of facilities, you name it.
02:29But while I was looking at this sympathetically,
02:34I always made it clear that they were the teachers,
02:37they were the principals, they were the headmasters.
02:40I wasn't.
02:40But if I could help them, I would.
02:43And I actually spent decades working with a school
02:47in Indianapolis, Indiana, called the Key School,
02:53and decades working in a school in St. Louis
02:57called the New City School.
02:59And I had shorter periods of time in working in schools
03:03in many countries and in many societies.
03:08My interest prodded by psychology was,
03:13could you actually assess these intelligences?
03:15Because, of course, that's what the IQ test does
03:18or other laboratory tests.
03:20You can come up with a figure in a few minutes.
03:23And I decided that my intelligences, by and large,
03:27could not be tested in a simple paper and pencil way.
03:32If you wanted to know somebody's spatial intelligence,
03:35you'd need to put them in an unfamiliar environment
03:37and see how quickly they can find their way around.
03:41You have to assess these intelligences in context.
03:45You can't just take a piece of paper
03:47and ask people to choose one or four choices.
03:51But I didn't give up.
03:52With David Feldman and other colleagues,
03:55we created a classroom for preschoolers
03:58at Tufty University in Boston.
04:05And the classroom was filled with all kinds of elements,
04:10elements, affordances, things for kids to play with,
04:14to have fun with, to return to, and so on.
04:19And over the course of the year,
04:21you could get a pretty good profile
04:23of the child's intelligences,
04:25which was not just what the child went to,
04:27but if the child went back and did new things,
04:30that was much more of a sign of intelligence
04:32than the child just ritualistically repeated
04:36what they'd be doing.
04:39That's a sign of repetition, not a sign of intelligence.
04:44Most people who will be watching this
04:48will know about children's museums,
04:50and children's museums are a wonderful place
04:52to get a sense of your children's intelligence.
04:56So again, let them go there, watch them,
05:00see what they find interesting,
05:01see what they return to,
05:03see what the new things that they do,
05:06see the things they bring home with them.
05:07I don't mean physically,
05:10but the games and the toys
05:12and the affordances that strike them
05:15in the children's museum.
05:18Just go to a different city,
05:20go on a vacation,
05:21and see what the child finds interesting,
05:24and again, what the child learns from
05:25and wants to do more of.
05:28But especially when kids are young,
05:30their profile of intelligences will change.
05:32They get very interested in something
05:34and they practice a lot.
05:36Or conversely, you give them the opportunity,
05:39but they're not interested in it,
05:40and so they don't advance with it.
05:43And so it's always a kind of an interplay
05:45between the opportunities available,
05:47the motivation,
05:48and what kind of aid or assistance you have
05:51so the child can be scaffolded
05:53into that particular activity.
05:56And people are writing me all the time,
05:59I want to have my kid's intelligences tested,
06:01my kid is like this,
06:03what's she good in, what's she bad in?
06:05And my first answer is,
06:07if your kid's doing pretty good in life,
06:10just say a prayer of thanks,
06:12forget about MI theory.
06:14MI, multiple intelligences,
06:16is helpful when you're trying
06:18to understand your child,
06:19who might be very good or very bad in something,
06:22and when you're trying to help him
06:23in one way or another,
06:26it's good to be able to think
06:27about the toolkit of intelligences
06:32which your child has
06:33and which the child can create.
06:35And I'm talking about kids
06:36because that's what education usually is,
06:38but the multiple intelligence theory
06:40can apply to people who are 50 or 80.
06:42You can still try to do new things.
06:44You won't be as good as you would be
06:46if you were 10 or 20,
06:48but the fun is I'm trying
06:49to get better at something.
06:51I play the piano every day.
06:53I certainly don't get better,
06:54but I play things I hadn't played before
06:56and that's a challenge for me
06:58and it keeps my musical intelligence
07:00at least from regressing too much.
07:04I can talk about the educational implications
07:07of multiple intelligences theory
07:09with two words.
07:11The words are individuation
07:13and pluralization.
07:16Individuation means
07:17find out as much as you can
07:19about every child
07:21over whom you have care,
07:23whether it's a grandchild
07:25or a neighbor
07:25or a child
07:27where you're working with a hobby
07:29or a child that you have
07:30all day in the classroom.
07:32Find out as much as you can
07:34about that child's profile
07:36of intelligences
07:36and the ways that I suggested
07:38by observing and games
07:40and spectrum
07:41and things like that.
07:43And to the extent possible,
07:46present things to the child
07:48in ways which draw
07:49on that child's strong intelligences.
07:52So individuation is,
07:54so to speak,
07:55matching the child
07:56with learning opportunities
07:57that are going to work
07:58for that child.
08:00We can now present
08:02almost any concept,
08:03any lesson
08:04in a number of different ways,
08:06drawing on the different intelligences,
08:08doing it linguistically,
08:10doing it mathematically,
08:12doing it artistically,
08:14doing it hands-on,
08:15doing it in play acting,
08:18interpersonally.
08:19So the notion of individuation
08:22is much, much easier now
08:24in the age of smart devices
08:26than it would have been
08:27when I was growing up.
08:30And kids can also
08:34help you understand
08:35what works for them.
08:36So the individuation
08:37isn't just on the teacher
08:39or the parents
08:40or the tutor's shoulders.
08:42The child can say,
08:43well, you know,
08:44this works for me
08:45and this doesn't.
08:46So that's individuation.
08:49Pluralization
08:49is more complicated.
08:51So I'm going to ask you
08:51to fasten your seatbelts.
08:54Pluralization
08:54comes from the belief
08:58that I have
08:59that there isn't
09:00any subject of importance,
09:02there isn't any topic
09:03of importance,
09:03which can only be taught
09:05in one way.
09:06So if somebody's trying
09:10to teach you
09:11about gravity
09:11in physics
09:12or about harmony
09:15in music,
09:17about certain steps
09:19in ballet
09:20or how to be
09:23a good therapist,
09:25and you don't understand
09:27the way that person
09:28explaining it,
09:29and you say,
09:30can you explain it
09:31another way?
09:32Can you use
09:32pedagogical intelligence?
09:33And the person says,
09:38no, you've got
09:38to learn it this way.
09:39That teacher's no good
09:40because anything important,
09:43anything worth teaching
09:44is worth spending time on.
09:46And if you spend time on it,
09:48you can reach,
09:49you can use more approaches,
09:50you can focus
09:51on more intelligences,
09:52and you can reach
09:53more children.
09:57So here are the examples.
09:59And I developed this
09:59in a book
10:00called The Disciplined Mind,
10:01which came out 25 years ago,
10:04and I took three examples.
10:08One from science,
10:10the theory of evolution,
10:11Darwin's theory of evolution.
10:14One from the arts,
10:16I took Mozart's opera,
10:19The Marriage of Figaro,
10:20in a particular act and scene
10:23from The Marriage of Figaro.
10:25And then from recent history,
10:29I took the Holocaust
10:30of the Second World War
10:32when the Nazis decided
10:35systematically to exterminate
10:38many, many Jews,
10:39probably six million.
10:41And what I developed
10:45in the book
10:47The Disciplined Mind
10:48is that you can have
10:50different entry points
10:51to this topic.
10:53And the entry points
10:54draw on different intelligences.
10:57You've got
10:58Darwinian evolution,
11:01Mozart's opera,
11:03and the Holocaust
11:04of World War II.
11:05and then you have
11:06entry points
11:08which more or less
11:09echo
11:12the different intelligences.
11:14So one entry point
11:15is a story.
11:16There's a story
11:17about everything.
11:18There are many stories
11:18about Darwin and evolution.
11:20There are many stories
11:21about The Marriage of Figaro.
11:23It actually came from
11:24a play.
11:25And Napoleon said
11:38the French Revolution
11:40began with The Marriage
11:41of Figaro.
11:41That's an interesting story.
11:43And of course,
11:44thanks to Steven Spielberg,
11:47we have thousands
11:48and thousands of stories
11:49of what happened
11:50in the Holocaust.
11:55They say your factory
11:57is a haven.
11:58They say you are good.
12:00Who says that?
12:01Everyone.
12:09So, stories, history,
12:11narrative,
12:12there's one entry point.
12:14A second one
12:15is numbers.
12:18Evolution deals
12:19with species
12:20and numbers
12:20of individuals
12:22in each species
12:23and species
12:24which die out
12:24and species
12:25which flourish.
12:27Every musical composition
12:28is, of course,
12:29composed of notes
12:30in different sequences
12:31with different values,
12:33time values,
12:34and so on.
12:35And of course,
12:36I needn't say any more
12:38about the number
12:39of people
12:40who were killed
12:40in the Second World War.
12:42Another entry point
12:44is logic.
12:46There's a logic
12:47involved in evolution.
12:50Darwin came to understand
12:51evolution
12:51when he was reading
12:52Malthus,
12:53who explained
12:54that when you have
12:59too many people
12:59trying to live
13:00with too little food,
13:01something has to give.
13:11That's a logical
13:12point of view.
13:13A logic as well
13:15in the relationship
13:16between the characters
13:17in Marriage of Figaro,
13:19but also between
13:20the different acts
13:21and what goes on
13:22in each act.
13:22It's not at all random.
13:26Two other
13:26entry points.
13:28One is existential questions.
13:31Big questions.
13:32Evolution.
13:33Where do we come from?
13:35Mozart.
13:36What are the wonderful things
13:37human beings are capable of?
13:39Holocaust.
13:39What are the horrible things
13:40that human beings
13:41can do to one another?
13:43that's also
13:44an existential question?
13:47There are works of art
13:49about everything.
13:51The museum at Cambridge
13:54where Darwin studied
13:57has hundreds of paintings
13:59of him
13:59and of the different animals
14:00that he studied.
14:01and his trip
14:10to the Galapagos Islands
14:11which gave him
14:12the finches
14:14in the Galapagos Islands
14:15gave him the understanding
14:16of how evolution worked.
14:22A tricky trip
14:24to take
14:25the last part
14:26of the talk
14:26so let me
14:27let me review
14:28what we've talked about.
14:30I've learned a lot
14:32from different experiments
14:33in schools
14:33where they use
14:34multiple intelligences
14:35and in particular
14:38when I think about it myself
14:40I think the best use
14:42of multiple intelligences theory
14:43is to individuate
14:44to learn as much
14:46about the learner
14:47as possible
14:48and teach the learner
14:49in a way that he or she
14:50is likely to grow
14:51and understand
14:51and be able to make use
14:53of that knowledge
14:54and pluralization
14:55which is never teach
14:57something in one way
14:58if it's worth teaching
14:59it's worth spending time
15:00on
15:00teach it in a number
15:02of different ways
15:02reach the intelligences
15:04and the person
15:05will have a much
15:06much better understanding
15:07of the topic
15:07and so will you
15:08as a teacher
15:09because children
15:10will not always
15:10take it in the way
15:12that you intend it.
15:13So
15:14I've been my pleasure
15:16to introduce you
15:17to multiple intelligences theory
15:18and to its various
15:20uses in education
15:23and now I'm going
15:25to talk about
15:25some bigger issues
15:28that grew out
15:28of multiple intelligences
15:30what do we know
15:32about human creativity
15:33what do we know
15:34about human leadership
15:35and what do we know
15:37about using our talents
15:38and skills
15:38in good ways
15:40in ways that yield
15:41good work
15:42and good citizenship
15:43thanks for your attention
15:45I'll see you next time
15:47I'll see you next time
15:47I'll see you next time
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