The Theory of Multiple Intelligences challenges the traditional view that intelligence is a single, measurable trait. First proposed by Thurstone and expanded by Gardner, this theory expands our understanding of human potential by identifying diverse types of intelligence—from logical reasoning to musical ability and interpersonal skills. It calls for a more inclusive approach to education that honors every student’s unique strengths.
In 1904, the minister of public instruction in Paris asked the French psychologist Alfred Binet and a group of colleagues to develop a means of determining which primary grade students were “at risk” for failure so these students could receive remedial attention. Out of their efforts came the first intelligence tests. Imported to the United States several years later, intelligence testing became widespread, as did the notion that there was something called “intelligence” that could be objectively measured and reduced to a single number or “IQ” score.
Lewis Terman modified the early American adaptation of Binet’s test at Stanford University, and it became the famous Stanford-Binet Intelligence Scale. It set the precedent for the idea that intelligence could be standardized and quantified—a concept that shaped educational policy, military recruitment, and even immigration screening during the early 20th century. IQ tests became synonymous with academic potential and intellectual worth, leading to lasting assumptions about being “smart.”
Intelligence has been an important and controversial topic throughout psychology’s history. Despite the substantial interest in the subject, considerable disagreement exists about what constitutes intelligence. Some argue that intelligence is primarily cognitive and rooted in logic and reasoning, while others insist it includes emotional, social, and creative components. In addition to questions of exactly how to define intelligence, the debate continues today about whether accurate measurements are possible—or ethical.
Intelligence is an encompassing term
Whether one agrees with the application of IQ tests or not, it is doubtful that there is such a thing as general intelligence. Intelligence is an encompassing term that stretches far beyond solving math problems or recalling facts. Many people feel that intelligence includes creativity, persistent curiosity, and success in real-world environments. Consider, for example, that James Watson, the discoverer of DNA, had an IQ of about 115 — roughly the same as most college students. He claimed that his success was not due to genius-level intellect but to unrelenting curiosity and the ability to think differently.
IQ tests, however, are poor indicators of many attributes of this nature. Generally, IQ tests measure common academic skills and abilities, most of which are cultivated in school settings. This creates a feedback loop: students who excel in school tend to score higher on IQ tests, which are often based on school-taught material. In opposition to the idea of a monolithic, general intelligence, the concept of “multiple intelligences” emerged.
Thurstone and the rejection of general intelligence
The man who stands out from the crowd for formally introducing the idea of multiple intelligences was L.L. Thurstone (1887–1955). Thurstone, a trained mathematician, worked briefly in Thomas Edison’s laboratory. There, he was struck by Edison’s inability to grasp even basic mathematical principles despite his renowned inventive genius. Thurstone proposed that intelligence could not be a single, uniform entity. Instead, He argued for several “primary mental abilities,” such as verbal comprehension, numerical ability, spatial visualization, and memory. According to Thurstone, someone could be competent in one area without being equally adept in another.
This marked a significant shift in the way intelligence was conceptualized. It opened the door to a more nuanced understanding of human capabilities—one that eventually culminated in the groundbreaking work of Howard Gardner.
Gardner’s multiple intelligences
Harvard Professor Howard Gardner took the idea of multifaceted intelligence further and more explicitly categorized them. He proposed that there are at least eight distinct types of intelligence, each equally important, though not equally valued in traditional educational systems:
- Verbal-linguistic intelligence (“word smart”) – sensitivity to spoken and written language
- Logical-mathematical intelligence (“number/reasoning smart”) – the ability to analyze problems logically and carry out mathematical operations
- Visual-spatial intelligence (“picture smart”) – the capacity to think in images and visualize accurately
- Musical intelligence (“music smart”) – skilled in the performance, composition, and appreciation of musical patterns
- Bodily-kinesthetic intelligence (“body smart”) – using one’s whole body or parts to solve problems or create products
- Interpersonal intelligence (“people smart”) – understanding and interacting effectively with others
- Intrapersonal intelligence (“self smart”) – the capacity to understand oneself and one’s inner thoughts
- Naturalist intelligence (“nature smart”) – the ability to identify and classify patterns in nature
Gardner emphasized that our schools and broader culture focus heavily on verbal-linguistic and logical-mathematical intelligences. These skills are often measured on standardized tests and rewarded in classrooms. As a result, individuals who are gifted in other ways—such as through art, movement, emotional insight, or natural observation—are often overlooked or labeled as underperformers.
Changing the way we teach
The theory of multiple intelligences proposes a major transformation in how schools are structured and how lessons are taught. Rather than assuming all students learn best through reading, writing, and problem-solving, Gardner’s model encourages teaching through a variety of modalities. This means educators could present a lesson through music, collaborative projects, hands-on experiments, dramatic performances, visual art, and even outdoor exploration.
Such diversity helps engage different types of learners and validates the different strengths that children naturally bring to the classroom. A child who struggles with multiplication may excel at storytelling or music. Recognizing that intelligence is multidimensional allows for a more inclusive, empowering educational approach.
In conclusion, while traditional IQ tests have played a prominent role in shaping our understanding of intelligence, they offer only a narrow glimpse into the full spectrum of human potential. Gardner’s theory, supported by earlier thinkers like Thurstone, challenges us to redefine intelligence in broader, richer terms that reflect the complex, varied ways people learn, grow, and contribute to society.
