Critical Thinking and Multiple Intelligences

Dear Editor,

Much has been said regarding the assessment of students. However, educators should never feel pressured not to voice their opinions and views on this important aspect of teaching and learning. 

Assessment is a two-edged instrument. Students need to know where they are concerning knowledge acquisition and teachers also need to know what the students have grasped. The framework concerning assessment of students must always lend itself to new and diverse methods to cater to multiple intelligences.  Unfortunately, too often teachers are pressured to ascribe to a standardized method of student evaluation. Multiple intelligences is a theory by Howard Gardner proposing that human intelligence is not a single ability but a collection of distinct, relatively independent “intelligences” such as linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, naturalistic, and sometimes existential.  Gardner’s assertion is grounded in the premise that an individual’s level of intelligence cannot be adequately measured with a single instrument of assessment. As a result, educators must therefore construct multiple forms of assessment to adequately and effectively evaluate his or her students. It is imperative that prior to any assessment the educator must take the time to know his or her students as well as the environment.  According to Gardner we may all have these intelligence traits, but our profile of these intelligences may differ individually based on genetics or experience.

Multiple Intelligences

Linguistic intelligence is a part of Howard Gardner’s multiple intelligence theory that deals with sensitivity to the spoken and written language, ability to learn languages, and capacity to use language to accomplish certain goals. Linguistic intelligence involves the ability to use language masterfully to express oneself rhetorically or poetically. It includes the ability to manipulate syntax, structure, semantics, and phonology of language. Logical-mathematical intelligence refers to the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. Logical-mathematical intelligence involves the ability to use logic, abstractions, reasoning, and critical thinking to solve problems.  It includes the capacity to understand the underlying principles of some kind of causal system.

Spatial intelligence involves the ability to perceive the visual-spatial world accurately. It includes the ability to transform, modify, or manipulate visual information.  People with high spatial intelligence are good at visualization, drawing, sense of direction, puzzle building, and reading maps.  Spatial intelligence features the potential to recognize and manipulate the patterns of wide space (those used, for instance, by navigators and pilots) as well as the patterns of more confined areas, such as those of importance to sculptors, surgeons, chess players, graphic artists, or architects. Bodily-kinesthetic intelligence is the potential of using one’s whole body or parts of the body (like the hand or the mouth) to solve problems or to fashion products.

Bodily-kinesthetic intelligence involves using the body with finesse, grace, and skill. It includes physical coordination, balance, dexterity, strength, and flexibility.  People with high bodily-kinesthetic intelligence are good at sports, dance, acting, and physical crafts.

Musical intelligence involves the ability to perceive, discriminate, create, and express musical forms. It includes sensitivity to rhythm, pitch, melody, and tone colour. People with high musical intelligence are good at singing, playing instruments, and composing music. Interpersonal intelligence involves the ability to understand and interact effectively with others.  It includes sensitivity to others, temperaments, motivations, and desires. People with high interpersonal intelligence communicate well and can build rapport.

Intrapersonal intelligence is the capacity to understand oneself, to have an effective working model of oneself, including one’s desires, fears, and capacities and to use such information effectively in regulating one’s own life. Naturalist intelligence involves the ability to recognize, categorize, and draw upon patterns in the natural environment. Naturalistic intelligence involves expertise in recognizing and classifying the numerous species, the flora and fauna of his or her environment.

Gender and Development

The design regarding curriculum takes into consideration multiple intelligences as well as multiple experts. Curriculum reform and change can help to incorporate principles of gender equality into all aspects of curriculum development and delivery by recognizing existing best practices, and schools by ensuring that both girls’ and boys’ experiences and outcomes of schooling are positive. Oftentimes, absent from curriculum teams is someone with training in Gender and Development.   Gender and development is important in curriculum design to promote equity by challenging stereotypes, fostering inclusivity, and preparing all students for social and economic progress. Traditional curricula often reflect male-dominated perspectives, reinforcing stereotypes and inequalities. Gender-sensitive curricula actively work to remove sexist language and biased content from textbooks and teaching materials.  Integrating a gender lens helps eliminate biases in learning materials, creates a more supportive learning environment for underrepresented students, and encourages active participation and leadership from everyone. Ultimately, this contributes to broader societal goals of gender equality, empowerment, and sustainable development. 

Critical Thinking

Regrettably, there is a culture of puppetry in global education systems that suppress critical thinking.  In a seminal study on critical thinking and education in 1941, Edward Glaser defines critical thinking as follows “The ability to think critically, as conceived in this volume, involves three things: (1) an attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one’s experiences, (2) knowledge of the methods of logical inquiry and reasoning, and (3) some skill in applying those methods. Critical thinking calls for a persistent effort to examine any belief or supposed form of knowledge in the light of the evidence that supports it and the further conclusions to which it tends.  As social norms and cultural values continue to shift in these ever-changing times, effective curriculum design has never been more important.   Curriculum design is a term used to describe the purposeful, deliberate, and systematic organization of curriculum (instructional blocks) within a class or course. In other words, it is a way for teachers to plan instruction. When teachers design a curriculum, they identify what will be done, who will do it, and what schedule to follow.  Curriculum design requires a multi-sectoral approach to cater effectively to all students regardless of learning style and ability. The ultimate goal of curriculum design is to improve student learning outcomes.

In the words of Dylan William, assessment is not about proving what students know, but about improving what they learn. 

Wayne Campbell is an educator and social commentator with an interest in development policies as they affect culture and or gender issues. 

Yours truly

waykam@yahoo.com

@WayneCamo

©