Howard Gardner's Theory of the Multiplicity of Types of Intelligence and its Educational Exploitation
Keywords:
Theory of Multiple Types of Intelligence, Multisensory Education, Learning ActivitiesAbstract
Introduction: The study of Intelligence has attracted the attention of many important researchers and theorists, resulting in a huge amount of research, scientific articles, and publications on this subject. In the literature that has been developed, a clear definition of the concept has not yet been formulated. The "Father" of the Theory of Multiple Intelligences, Howard Gardner, defined intelligence as the "biopsychological ability to process and utilize both cognitive and other elements that can be activated in a cultural context to solve problems and create products or achievements that have value in a given culture (Gardner, 1999) and considers that it is neither uniform nor one-dimensional (as reflected in IQ tests by measurement of IQ), but identifies at least eight distinct Types of Intelligence. Purpose: The purpose of this thesis is to present the basic assumptions of Howard Gardner's Theory of Multiple Types of Intelligence and to determine whether the cognitive content of the Greek Curriculum is multimodal, so as to facilitate the reception of content by trainees through their appropriate personal channel and to ensure an audience for all learners. Methodology: Scientific articles (systematic descriptive reviews and field research) were searched in electronic databases (PubMed, Science Direct, GOOGLE SCHOLAR) on Howard Gardner's Theory of Multiple Types of Intelligence and the way it is represented and promoted by the Greek educational system. Results: The review revealed that learning activities do not highlight the multi-minded nature of the individual to comprehensively meet the development needs of all learners. Conclusions: Therefore, it is recommended that the Greek Program should break free from the traditional "monolithism" that characterizes it and favors Verbal/Linguistic and Logical/Mathematical Intelligence respectively, and by extension cultivate the full range of Types of Intelligence, through the multiple representations of the didactic content and the appropriate learning strategies and teaching means, which equally activate the "gateways" of all Types of Intelligence, as emphasized by the initiator of the Theory, Howard Gardner
