Rating: 
Summary: Applications for Differentiated Instruction
Review: The originator of Multiple Intelligence theory, Howard Gardner has revolutionized the field of education by pointing out that mass education is not always successful in reaching the many diverse learners that educators encounter in their classrooms. In this book he tackles the assessment of intelligences, and the challenges of teachers in finding ways to reach students at their strength levels through the use of different "entry points" when introducing lessons.These "entry points" he neatly labels "paths" to a subject. He states his favorite way of determining a child's intelligence is by watching them play in a children's museum and observing their interactions and attractions to the varied activities of the museum. He recommends teachers working with students over a period of years rather than months, and when that is not possible, keeping strong lines of communication open between educators regarding student's individual learning styles.
This book also contains essays on applying MI theory in the world of business and leadership, particularly addressing MI implications for morality and ethics in the business and political arena.
Great resource for teachers in applying MI theory in the classroom.
Rating: 
Summary: Theorizing the Day Away
Review: Before discovering the writings of Howard Gardner I had been exposed to individuals espousing his theories. The concept always struck me as interesting and something I wanted to read more about as I believe the concept of g to be valid but ultimately limiting. These exciting ideas concerning Multiple Intelligences seemed to expand the definition of intelligence outward to include talents and abilities. Now, however, after reading "Intelligence Reframed" I have been cured of my enthusiasm for this theory. Disecting the term "intelligence" until it becomes useless is the order of the day in the MI Theory. Eschewing the psychometric field, Gardner theorizes endlessly while stating that MI is "based wholly on empirical evidence" (pg 85). That evidence seems peripheral at best, completely unrelated at worst. There are definately some interesting thoughts and ideas in this book. Unfortunately they are surrounded by the above mentioned nebulous theorizing and outright egotism (see cover of book). If you want some scientifically sound reappraisals of intelligence check the works of Robert Sternberg. If any cutting edge thinking is to revolutionize the view of intelligence (and thus it's measurement) it might well be Sternberg's Triarchic Theory.
Rating: 
Summary: Interesting
Review: Even though Gardner brings up many good points about multiple intelligences and how they affect everyone, there were some chapters that it seemed that he just keep repeating the same concept over and over again. I truly felt that Gardner made many good points and that he is quite "intelligent." I agreed and disagreed about some of the intelligences, but in the end, he was able to convince me that maybe there are some things that we don't understand, but still can make sense. Even though I had to read it for a class, it was quite good and I would recommend it to anyone who wants to read up more about psychology or the MI theory that Gardner describes through out the book.
Rating:
Summary: Gardner drifts on his reputation
Review: Full of interesting but trivial anecdotes, this work finds Gardner obviously in love with himself, and preaching to the converted among followers of his educational theories, which are based on a delineation of mental modes which is idiosyncratic and not in step with recent research. His Frames of Mind some years back was much more significant, and humbler.
Rating:
Summary: MI theory as a new way to look at human nature
Review: Gardner is the father of the theory of multiple intelligences (MI). For twenty years he has allowed his theory to take on a life of its own, as evidenced by a 20 page Appendix B listing works related to MI by others. In this book he attempts to clarify what MI theory is, and what it is not.MI theory is essentially a paradigm through which to "conceptualize human intellect." Gardner claims that MI theory is "an account of human cognition in its fullness ... a new definition of human nature, cognitively speaking." The essence of MI theory is not the specific 8.5 intelligences Gardner supports to date, but the eight criteria he developed by which to evaluate potential candidates for "intelligence" status. His convictions are clearly stated. Humans possess multiple, distinct intelligences. These intelligences are a "potential to process information in a cultural setting." Each individual possesses a unique blend of potentials which can only be activated in response to environmental demands. Therefore, assessment attempts are wrongheaded. With the exception of linguistic and logical-mathematical intelligences, an intelligence can only be tested by watching it in action, that is, problem solving or product creation. This is a sigficant weakness for direct application of MI theory to an educational setting. MI theory requires individualized education without meaningfully comparative assessment tools. In place of comparative and competitve assessment of students, Gardner argues for teaching "understanding." The intelligences point to "entry points" through which students might engage curricular materials by performance. Instead of evaluating student test-taking skills, observation, critique and improvement of student performances are advocated. In this way Gardner hopes to enhance the overarching goals of education - the "transintellectual capacities" of analogy, synthesis and wisdom. I question the practicality of Gardner's application of MI theory to classroom, while applauding his re-imagining of human nature and our innate potential for lifelong development.
Rating:
Summary: Theorizing the Day Away
Review: Howard Gardner's book Intelligence Reframed is somewhat different in content than I'd expected. It starts out with a discussion of psychometrics, particularly intelligence testing, and introduces the author's own research into intelligence. Then the content changes to education. This abrupt change threw me for a loop until I read more on the author and his interests.
Gardner started with an interest in psychology, taking a PhD from Harvard University under the direction of the developmental psychologists Bruner and Erikson. He also did postdoctoral work with the neuropsychologist Geschwind at the Boston Veterans Hospital where his research focused on the nature of intelligence and the development of abilities, and on educational processes. In the 1980s he became involved in educational reform. Currently he is the Hobbs Professor in Cognition and Education at Harvard Graduate School of Education and is Adjunct Professor of Psychology, also at Harvard, and Adjunct Professor of Neurology at the Boston University School of Medicine. The first half of the book made perfect sense to me, especially with the newer data from brain and mind research. Recent experiments with animals and with human volunteers have been conducted to elucidate the function of the different parts of the brain. Earlier information derived anecdotally from brain injured individuals had suggested that the brain may consist of modules that evolved to solve specific types of problems but that interaction of these modules with one another has created a wide variety of emergent properties, the main ones being consciousness and self-awareness. The experimental data seems to support this concept. Gardner has defined a number of "intelligences" that seem to be supported by this data, showing that the concept of a single all inclusive intelligence measurement might not be possible and might skew educational efforts in non-productive ways. With all of this I tend to agree. The character of the information, and Gardner's own personal interests, naturally lead to the topic of education. Although I agree with his points on the failings of some traditional school systems and even the failure of some of those that pay lip service to his MI theories, I'm not sure that I agree with his overall exuberance over the MI approach to education. He notes that traditional educational programs tend to hit for the middle and hope for the best, so to speak, which they do. He also notes that those schools that say they adhere to an MI approach are generally doing business as usual. (Sort of like calling the school custodian an "environmental engineer" because it sounds better.) Still, I'm not sure that Gardner's enthusiasm for the application of the multiple intelligences approach to learning is necessarily justified or even possible in these days of financial retrenchment. Schools are hard put to it to provide the 3-Rs by traditional means. The music, language and art classes that were available even during my own years as a child have been drastically cut back for this reason, and now some schools are faced with increasing classroom size. One of the things I did agree with was his notion that children might benefit from having the same teacher every year with the caveat that changes could readily be made for a better fit of personality between teacher and child. I agree that this might develop a closer mutual understanding between teacher and pupil. However here too, there might be problems. Not all teachers would be able to readily establish such bonds or sustain them over long periods of time. Not all children will maintain the same type of bond with an adult authority figure over the course of their development--as any parent could tell you--and not all teachers are equally adept at all subjects or all methods of teaching any given subject. In short, there would be problems. While I think the author has some valid points with respect to the variety of intelligences and abilities that we all have, and some good intentions with respect to education, I'm not sure that his ideas are very practicable in a real setting.
Rating:
Summary: Intelligences yes, Education no.
Review: Howard Gardner's book Intelligence Reframed is somewhat different in content than I'd expected. It starts out with a discussion of psychometrics, particularly intelligence testing, and introduces the author's own research into intelligence. Then the content changes to education. This abrupt change threw me for a loop until I read more on the author and his interests.
Gardner started with an interest in psychology, taking a PhD from Harvard University under the direction of the developmental psychologists Bruner and Erikson. He also did postdoctoral work with the neuropsychologist Geschwind at the Boston Veterans Hospital where his research focused on the nature of intelligence and the development of abilities, and on educational processes. In the 1980s he became involved in educational reform. Currently he is the Hobbs Professor in Cognition and Education at Harvard Graduate School of Education and is Adjunct Professor of Psychology, also at Harvard, and Adjunct Professor of Neurology at the Boston University School of Medicine. The first half of the book made perfect sense to me, especially with the newer data from brain and mind research. Recent experiments with animals and with human volunteers have been conducted to elucidate the function of the different parts of the brain. Earlier information derived anecdotally from brain injured individuals had suggested that the brain may consist of modules that evolved to solve specific types of problems but that interaction of these modules with one another has created a wide variety of emergent properties, the main ones being consciousness and self-awareness. The experimental data seems to support this concept. Gardner has defined a number of "intelligences" that seem to be supported by this data, showing that the concept of a single all inclusive intelligence measurement might not be possible and might skew educational efforts in non-productive ways. With all of this I tend to agree. The character of the information, and Gardner's own personal interests, naturally lead to the topic of education. Although I agree with his points on the failings of some traditional school systems and even the failure of some of those that pay lip service to his MI theories, I'm not sure that I agree with his overall exuberance over the MI approach to education. He notes that traditional educational programs tend to hit for the middle and hope for the best, so to speak, which they do. He also notes that those schools that say they adhere to an MI approach are generally doing business as usual. (Sort of like calling the school custodian an "environmental engineer" because it sounds better.) Still, I'm not sure that Gardner's enthusiasm for the application of the multiple intelligences approach to learning is necessarily justified or even possible in these days of financial retrenchment. Schools are hard put to it to provide the 3-Rs by traditional means. The music, language and art classes that were available even during my own years as a child have been drastically cut back for this reason, and now some schools are faced with increasing classroom size. One of the things I did agree with was his notion that children might benefit from having the same teacher every year with the caveat that changes could readily be made for a better fit of personality between teacher and child. I agree that this might develop a closer mutual understanding between teacher and pupil. However here too, there might be problems. Not all teachers would be able to readily establish such bonds or sustain them over long periods of time. Not all children will maintain the same type of bond with an adult authority figure over the course of their development--as any parent could tell you--and not all teachers are equally adept at all subjects or all methods of teaching any given subject. In short, there would be problems. While I think the author has some valid points with respect to the variety of intelligences and abilities that we all have, and some good intentions with respect to education, I'm not sure that his ideas are very practicable in a real setting.
Rating:
Summary: Important Tool for Teachers
Review: I chose this book by Howard Gardner because I wished to learn about his theory of Multiple Intelligences (MI). This being his most current version of that theory, I thought it would be the most relevant. I was not disappointed. As an elementary teacher-in-training, what I had heard of MI theory made sense to me: that our minds are made up of separate intelligences and each of us is stronger in some than in others. Current MI theory distinguishes 8.5 separate intelligences: logical-mathematical, musical, linguistic, bodily-kinesthetic, spatial, interpersonal, intrapersonal, natural, and the half-intelligence of spiritual. (Gardner feels that the term "spiritual intelligence" is too broad to meet his criteria for human intelligence; hence, he prefers the term "existential intelligence.")
Gardner defines intelligence as "...a biophysiological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture" (p. 33). He had held these 8.5 "candidate faculties" up against eight criteria derived from biological sciences, logical analysis, developmental psychology, and traditional psychological research (p. 35). He accepted as intelligences those faculties that met the criteria. While I find the criteria to be essential background to MI theory and important evidence upon which Gardner bases his theory, this is not what is important about this book.
What is important is that Intelligence Reframed provides an understandable overview of the various historical views of intelligence, including the first IQ tests; discussion of the seven original intelligences identified by the author; the so-called "new" intelligence candidates: spiritual, existential, and naturalist (people with an in-depth understanding of the live environment); contemplation of the possibility of including moral intelligence; and authentic uses for MI theory.
While discussing the abstract realm of spirituality, Gardner seems to work out on paper his hesitation to identify spiritual intelligence as a full intelligence. He concludes that existential intelligence, held up to his eight criteria, better fits the bill of human intelligence than does spiritual intelligence. He gets tripped up on the seemingly fluid terms he uses to describe spiritual intelligence, such as religion, mysticism, transcendent, feeling, gift, and higher truth. According to Gardner, those who possess existential intelligence are concerned with questions regarding the human condition such as the meaning of life, love, and death. He is more comfortable with this relatively concrete term, "existential," than with the term "spiritual." The author subsequently meanders into the realm of possibly identifying a moral intelligence, finally deciding that it does not fit the definition of intelligence, but it is rather a kind of person one develops into.
As I read Gardner's book, I felt as though I was privy to the inner-workings of his mind, beginning with his overview and explanations of each of the intelligences, and his arguments for and against spiritual, existential, and moral intelligences. A chapter of questions and answers allowed me to see even deeper into the author's contemplation on the subject of MI theory. He brings it all to an authentic conclusion as his final chapters discuss putting MI theory to work in the classroom, with an emphasis on individually configured education and curricula designed for in-depth understanding rather than for memorization of a myriad of facts. Gardner discusses assessment of MI through observation and simulations - in other words, assessing students as they do things - rather than, for example, multiple-choice testing. In addition, Gardner considers the benefits of MI theory in the business world and in museums (especially children's museums and art museums).
As a future teacher, I am reminded by Gardner of the importance of knowing my students and recognizing their various intelligences. However, I cannot stop there. Once I have such knowledge of my students, I must make use of it as I develop my curricula, my methods of teaching, and the ways in which I assess for understanding. MI theory goes hand-in-hand with social and emotional learning. In order to understand students' social and emotional development, one must recognize them as individuals with varied family, religious, and cultural backgrounds. We must also add to that list the various intelligences that children bring to the classroom. It is our job as teachers to have tools available to recognize and understand these differences, and to respect the diversity of backgrounds and intelligences that exist within each and every child. Gardner's Intelligence Reframed is an informative addition to every teacher's toolbox.
Rating:
Summary: Important Tool for Teachers
Review: I chose this book by Howard Gardner because I wished to learn about his theory of Multiple Intelligences (MI). This being his most current version of that theory, I thought it would be the most relevant. I was not disappointed. As an elementary teacher-in-training, what I had heard of MI theory made sense to me: that our minds are made up of separate intelligences and each of us is stronger in some than in others. Current MI theory distinguishes 8.5 separate intelligences: logical-mathematical, musical, linguistic, bodily-kinesthetic, spatial, interpersonal, intrapersonal, natural, and the half-intelligence of spiritual. (Gardner feels that the term "spiritual intelligence" is too broad to meet his criteria for human intelligence; hence, he prefers the term "existential intelligence.")
Gardner defines intelligence as "...a biophysiological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture" (p. 33). He had held these 8.5 "candidate faculties" up against eight criteria derived from biological sciences, logical analysis, developmental psychology, and traditional psychological research (p. 35). He accepted as intelligences those faculties that met the criteria. While I find the criteria to be essential background to MI theory and important evidence upon which Gardner bases his theory, this is not what is important about this book.
What is important is that Intelligence Reframed provides an understandable overview of the various historical views of intelligence, including the first IQ tests; discussion of the seven original intelligences identified by the author; the so-called "new" intelligence candidates: spiritual, existential, and naturalist (people with an in-depth understanding of the live environment); contemplation of the possibility of including moral intelligence; and authentic uses for MI theory.
While discussing the abstract realm of spirituality, Gardner seems to work out on paper his hesitation to identify spiritual intelligence as a full intelligence. He concludes that existential intelligence, held up to his eight criteria, better fits the bill of human intelligence than does spiritual intelligence. He gets tripped up on the seemingly fluid terms he uses to describe spiritual intelligence, such as religion, mysticism, transcendent, feeling, gift, and higher truth. According to Gardner, those who possess existential intelligence are concerned with questions regarding the human condition such as the meaning of life, love, and death. He is more comfortable with this relatively concrete term, "existential," than with the term "spiritual." The author subsequently meanders into the realm of possibly identifying a moral intelligence, finally deciding that it does not fit the definition of intelligence, but it is rather a kind of person one develops into.
As I read Gardner's book, I felt as though I was privy to the inner-workings of his mind, beginning with his overview and explanations of each of the intelligences, and his arguments for and against spiritual, existential, and moral intelligences. A chapter of questions and answers allowed me to see even deeper into the author's contemplation on the subject of MI theory. He brings it all to an authentic conclusion as his final chapters discuss putting MI theory to work in the classroom, with an emphasis on individually configured education and curricula designed for in-depth understanding rather than for memorization of a myriad of facts. Gardner discusses assessment of MI through observation and simulations - in other words, assessing students as they do things - rather than, for example, multiple-choice testing. In addition, Gardner considers the benefits of MI theory in the business world and in museums (especially children's museums and art museums).
As a future teacher, I am reminded by Gardner of the importance of knowing my students and recognizing their various intelligences. However, I cannot stop there. Once I have such knowledge of my students, I must make use of it as I develop my curricula, my methods of teaching, and the ways in which I assess for understanding. MI theory goes hand-in-hand with social and emotional learning. In order to understand students' social and emotional development, one must recognize them as individuals with varied family, religious, and cultural backgrounds. We must also add to that list the various intelligences that children bring to the classroom. It is our job as teachers to have tools available to recognize and understand these differences, and to respect the diversity of backgrounds and intelligences that exist within each and every child. Gardner's Intelligence Reframed is an informative addition to every teacher's toolbox.
Rating:
Summary: Excellent Book
Review: I enjoyed the Book thoroughly. The ideas Howard Gardner puts forth are very plausible and I am now a strong believer in the MI theory. I am a high school student ,and I realize that the present teaching method of today's traditional teachers is very flawed. I find myself lacking a profound understanding of subjects. I believe Howard Gardner explains why and how it can be changed in this book.
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