Inteligencias Múltiples: La teoría en la práctica

by Howard Gardner

Este libro es una propuesta moderna y arriesgada que pretende explicar el modo en que la gente desarrolla las capacidades más importantes para su modo de la inteligencia lingüística, la lógico-matemática, la espacial, la musical, la corporal y cinética, la interpersonal y la intrapersonal. Todas ellas se utilizan para resolver los distintos problemas que se nos puedan plantear cotidianamente y para alcanzar diversos fines vocaciones, aficiones y similares. La conclusión no es sólo que la escuela del futuro debería centrarse en el individuo y ayudarle a desarrollar todas esas inteligencias, sino también que cada persona tiene su propia manera de combinarlas y utilizarlas, aunque quizá no la conozca aún. En cualquier caso, la misión de este apasionante libro es lograr que la descubra.

Genres: Education, Psychology, Nonfiction, Science, Parenting, Personal Development, Self Help

384 pages, Paperback

First published January 1, 1993

About the author

Howard Gardner is the John H. and Elisabeth A. Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education. He also holds positions as Adjunct Professor of Psychology at Harvard University and Senior Director of Harvard Project Zero. Among numerous honors, Gardner received a MacArthur Prize Fellowship in 1981. He has received honorary degrees from 26 colleges and universities, including institutions in Bulgaria, Chile, Greece, Ireland, Israel, Italy, and South Korea. In 2005 and again in 2008, he was selected by Foreign Policy and Prospect magazines as one of the 100 most influential public intellectuals in the world. The author of 25 books translated into 28 languages, and several hundred articles, Gardner is best known in educational circles for his theory of multiple intelligences, a critique of the notion that there exists but a single human intelligence that can be adequately assessed by standard psychometric instruments.

During the past two decades, Gardner and colleagues at Project Zero have been involved in the design of performance-based assessments; education for understanding; the use of multiple intelligences to achieve more personalized curriculum, instruction, and pedagogy; and the quality of interdisciplinary efforts in education. Since the middle 1990s, in collaboration with psychologist Mihaly Csikszentmihalyi and William Damon, Gardner has directed the GoodWork Project-- a study of work that is excellent, engaging, and ethical. More recently, with long time Project Zero colleagues Lynn Barendsen and Wendy Fischman, he has conducted reflection sessions designed to enhance the understanding and incidence of good work among young people. With Carrie James and other colleagues at Project Zero, he is also investigating the nature of trust in contemporary society and ethical dimensions entailed in the use of the new digital media. Among new research undertakings are a study of effective collaboration among non-profit institutions in education and a study of conceptions of quality, nationally and internationally, in the contemporary era. In 2008 he delivered a set of three lectures at New York's Museum of Modern Art on the topic "The True, The Beautiful, and The Good: econsiderations in a post-modern, digital era."

from http://www.howardgardner.com/bio/bio....

Reviews

[Lars Guthrie · Rating 2 out of 5]

Working on a daily basis with children who have been diagnosed with deficits—problem learners—I’m attracted to educational theory which holds that individuals are amalgam of unique characteristics. Strengths as well as weaknesses.

My conception of Howard Gardner’s theory of multiple intelligences played into that attraction. School is in large part based on psychometrically determined intelligence quotients and the ability to apply intelligence to written language and mathematics. Stretching that view a bit might allow kids who are academically unsuccessful to see that they have capabilities that can be realized with effort, and allow society to make use of unrecognized potential.

After reading ‘Multiple Intelligences: New Horizons,’ I find my conception was fairly accurate, but I remain confused about how to translate theory into practice. I’m also more skeptical about the theory itself, while still agreeing with Gardner that we need ‘to nurture all of the varied human intelligences.’

It’s interesting that Gardner has been surprised by his audience. He originally formulated his theory in 1983 as ‘a psychologist who thought he was addressing his fellow psychologists.’ However, he did not find a warm welcome among his colleagues, to whom ‘Frames of Mind’ ‘seemed somewhat exotic.’ Among those whom Gardner, perhaps with a hint of derision, labels ‘psychometricians,’ ‘the book aroused antipathy.’

However, the book was a huge hit with another constituency. ‘For reasons that I do not fully understand,’ writes a baffled Gardner, ‘the theory of multiple intelligences spoke immediately to educators—loudly and quite clearly.’

The dichotomic reception of ‘Frames of Mind’ set off warning signals in my mind to approach the theory of multiple intelligences with caution. I came to ‘Multiple Intelligences: New Horizons’ after reading Daniel Willingham’s excellent ‘Why Don’t Students Like School?’ The cognitive psychologist’s critical view of Gardner’s work increased my wariness.

The presentation of ‘Multiple Intelligences’ didn’t help. It’s not an updated edition of ‘Frames of Mind,’ but a poorly organized mish-mash of collected essays, some written with co-authors, and randomly ordered reflections on a theory by its creator a quarter of a century down the road.

Readers looking for an outline of that theory need go no further in this book than its first chapter, twenty-five pages aptly titled ‘In a Nutshell.’ Or, with even more brevity, you could note that Gardner posits seven intelligences: musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, intrapersonal and interpersonal. Maybe an eighth, too—a naturalist intelligence.

Most readers, I would think, come to this book with that outline more or less already in place.

Gardner does contextualize his work and its effect over the years, and acknowledges an impediment to widespread acceptance of his ideas—a lack of supporting clinical evidence for multiple intelligences.

While it’s hard to argue with his plea that ‘psychologists should spend less time ranking people and more time trying to help them,’ it leaves a question unanswered. How?

Good teachers have long recognized that different students learn in different ways. I’m not really sure that determining which intelligences are in which classrooms will make for an improved version of tailoring instruction to varying needs and abilities, even to the moment.

To be fair, Gardner does address the issue of application in the second part of this book where he discusses the Project Spectrum elementary school program, learning through projects, the Arts PROPEL high school program, and using broader, more inclusive forms of assessment. The problem is that the information is sketchy. Gardner repeatedly reminds readers of the positive reaction to his theory among educators, rather than tell them exactly how educators can put theory into practice.

A chapter called “Multiple Entry Points Toward Disciplinary Understanding” offers an interesting and helpful way of framing instruction—narrational, logical, quantitative, foundational, aesthetic, experiential, or collaborative. Likewise, while considering Project Spectrum, Gardner includes a questionnaire which puts forward useful criteria for determining a child’s learning style through observation.

But is connecting learning styles to teaching really have much to do with intelligences as separate categories? Gardner says no, that ‘style and intelligence are really fundamentally different constructs.’ Ironic, given that I found the questionnaire and entry point framework the most practical takeaway from ‘Multiple Intelligences: New Horizons.’

Gardner tackles those ‘new horizons’ in a final section that I thought was pretty much fluff. A chapter on multiple intelligence theory and the workplace seemed downright goofy.

The ostensible goal of this book is to re-introduce Gardner’s theory and to explain its application. It fails on both counts.

[Miguel Cisneros Saucedo · Rating 3 out of 5]

Las "Inteligencias Múltiples" de Howard Gardner es un libro clave en el campo de la psicología y la educación, que introduce una teoría innovadora sobre cómo las personas aprenden y procesan información. Gardner desafía el enfoque tradicional del coeficiente intelectual (IQ) al proponer que no existe una sola inteligencia, sino múltiples formas de ser inteligente, cada una con su propio valor y relevancia. Esta idea ha tenido un gran impacto en la educación, permitiendo que se reconozcan y valoren diferentes habilidades en los estudiantes.

Desde mi perspectiva, esta obra es valiosa porque ofrece un marco conceptual que puede ayudar a los docentes a diseñar estrategias pedagógicas más inclusivas, permitiendo que los alumnos desarrollen sus fortalezas individuales. Gardner identifica inteligencias como la lingüística, la lógica-matemática, la musical, la espacial, la interpersonal y otras, brindando a los educadores una guía para diversificar sus métodos de enseñanza.

Sin embargo, a pesar de sus contribuciones, el libro tiene algunas limitaciones que merecen ser mencionadas. Una crítica frecuente es que la teoría de las inteligencias múltiples carece de evidencia empírica sólida que la respalde en términos científicos rigurosos. Aunque la idea es intuitivamente atractiva y útil en el aula, la falta de situaciones en las que se apliquen estas inteligencias desde un punto de vista científico puede ser un punto débil, especialmente en la investigación educativa contemporánea, que tiende a valorar enfoques basados en evidencia sólida.

Además, el enfoque de Gardner tiende a simplificar la complejidad del aprendizaje humano, a menudo reduciendo las capacidades intelectuales a categorías que no siempre reflejan la realidad de manera completa. En entornos educativos donde se valoran los enfoques holísticos y críticos, el libro puede sentirse un tanto limitado por su categorización, lo que podría dejar algunas preguntas sin respuesta sobre cómo integrar estas inteligencias de manera más efectiva en contextos diversos.

En resumen, el libri de Howard Gardner es una obra inspiradora que ha transformado la forma en que pensamos sobre la enseñanza y el aprendizaje, pero también tiene sus limitaciones en términos de fundamentación científica. Para los educadores, sigue siendo una herramienta útil para diversificar las prácticas pedagógicas, pero es importante complementarla con enfoques más críticos y basados en evidencia. Por estas razones, merece una evaluación de tres estrellas.

[Mark · Rating 3 out of 5]

As an author, I have mixed feelings about Gardner. His ideas, theories and sensitivities are top-drawer. But his writing has remained stilted and academic, for my taste, and that is off-putting when he's got so many good things to say. This one is worth rating, however, because it was truly a breakthrough book on a new way to look at intelligence -- as a collection of intelligences (including physical intelligence, for you sports fans), and it has gone on to enter the popular culture and spawn a mini-industry of educational materials and approaches. Whether his theory holds together tightly or not, he was a good antidote to the Bell Curve propogandists of the world.

[Billie Pritchett · Rating 5 out of 5]

Howard Gardner's Multiple Intelligences is a wonderful book, and an argument for the thesis that there is not just one intelligence that people possess but rather multiple intelligences. Gardner defines an intelligence as "an information-processing potential to solve problems or create products that are valued in at least one culture." Gardner stipulates that each intelligence, although mental, must be triggered by some features of the environment, and the system in the mind/brain that is to process the information must encode the information symbolically.

Gardner proposes that at least eight candidates for intelligence meet his criteria. They are the following: (1) logical-mathematical intelligence, the kind of intelligence involved in logical or mathematical reasoning; (2) spatial intelligence, which contributes to the way in which a person would make appropriate spatial judgments; (3) linguistic intelligence, the user of whom is marked by a facility with language; (4) musical intelligence, which involves a sensitivity to sounds, rhythms, tones, and music of compositions as they're conceived holistically; (5) interpersonal intelligence, the kind of intelligence involved with effective communication abilities with other people; (6) intrapersonal intelligence, which means having a a robust understanding of oneself; (7) bodily-kinesthetic intelligence, which has to do with the skill of using one's body and body in motion to desirable ends; and (8) naturalistic intelligence, which has to do with processing information effectively as that information relates to our natural surroundings. (I won't tell you Gardner's candidate for half an intelligence; you can read the book to catch that.)

Gardner discusses ways in which these eight intelligences could be developed in the schools and the workplace. First, he states that education must be clear about its overall goal. He believes this goal should be "the ability of students to exhibit genuine understanding in a number of key disciplines." He writes further:

Far more important than the attainment of cultural literacy or factual mastery, I crave evidence that the student can think of and critique a scientific experiemtn; that the student is able to analyze a current even in terms of historical precedents and non- or pseudo-precedents; that the student can confront a work of art and illuminate its power and its mode of operation.

Here is Gardner's proposed solution for the school system can get to this point:

[D]isciplinary understanding is most likely to be realized if educators focus on a manageable number of key concepts and explore them in some depth.

And here is where multiple intelligences come in.

Mastery of a concept or theory requires repeated exposure to that material: one almost never achieves instant understanding. But it is a mistake to present the same content in the same way. Understanding is far more likely to be achieved if the student encounters the material in a variety of guises and contents. And the best way to bring this about is to draw on all of the intelligences that are relevant to that topic in as many legitimate ways as possible.

Gardner has some novel ideas about the way in which the school system could be restructured to accommodate this educational goal, which you can read about in the book.

Regarding the implications of this theory for work, basically the implications amount to taking into account a person's intelligence profile, their various strengths and weaknesses regarding certain intelligences, and finding creative ways to sync them up with tasks that a given line of work and with people with whom to work. That chapter left something to be desired in the book, I must admit but I think Gardner has given folks plenty of food for thought and perhaps other people could come up with something better.

[Tia · Rating 5 out of 5]

In his book Multiple Intelligences, Howard Gardner refutes the claim that intelligence is a singular, one-dimensional quality that can be measured by a simple IQ test. He then presents his theory that all of us in fact have multiple intelligences—eight or nine—each of which gives us a specific area of strength or weakness, and which altogether define each person’s intelligence in and aptitude for various life skills in a unique way.
The several intelligences that Gardner claims to have discovered are these: Linguistic, Logical/Mathematical, Spatial, Bodily/Kinesthetic, Musical, Interpersonal, Intrapersonal, Naturalistic, and possibly a ninth, Existential.
In his book, Gardner describes each of the intelligences and his criteria for identifying and solidifying them. He spends much of his book describing how the knowledge of the multiplicity of intelligences can be beneficial to help assess and enhance individuals’ intellectual profiles, particularly in a learning or educational environment, but also in the workplace. Gardner contends that instead of using tests to rank and class intelligence, assessment should be used to identify relative strengths and weaknesses, determine what measures could be taken to improve education and performance, and assess what things are working and which are not. Intelligence assessment should be used with a view to help and aid progression, not to categorize and rank.
I felt that one of the most significant and interesting points that Gardner makes repeatedly in his book is that in today’s commonplace educational environments, learning is decontextualized. Instead of learning about math, physics and history in context and in a way connected to application and life skills, we learn about them in only one or two ways—usually the Linguistic and Logical/Mathematical—completely apart from any situational context. Instead of using physical object lessons to teach physics, we memorize laws. Instead of using history lessons to analyze current events, we memorize names and dates. We do this because the goal of America’s public educational system is to score well on tests.
I agree with Gardner when he says that this is not a goal worthy of our children’s intellectual potential. Our goals should be to achieve understanding, and to maximize each individual’s potential in their chosen fields and occupations. We should teach knowledge, skills and cultural literacy in context, through many different available means. He calls for a partial return of the apprenticeship model, which integrates context, application, and expert adult coaching and inspiration. He also says that we must give up some of our attempted quantity of educational material for better quality, since it has been shown that students are currently learning very little of the very much that they are taught.
Gardner finishes by saying that we should not just try to be intelligent, or more intelligent than someone else. He suggests that we should each be the best that we can be, and use that intelligence to make individual contributions for the benefit of society.
Very good read, highly recommended.

[Alejandro Teruel · Rating 3 out of 5]

On the one hand, the english language version of Wikipedia tends to dwell on the critiques of Multiple Intelligences Theory and rather dismissively describes it as ad hoc, lacking in empirical evidence and dependent on subjective judgement (http://en.wikipedia.org/wiki/Theory_o..., consulted February 12th 2013), going as far as to state that:

The theory of multiple intelligences has been widely used as an example of pseudoscience, because it lacks empirical evidence or falsifiability

This is in marked contrast to the far more neutral entry in the spanish language entry. Clifford Morris also briefly describes and provides links to many critiques of the theory (http://www.igs.net/~cmorris/critiques...).

On the other hand, Foreign Policy placed Howard Gardner amongst the top 100 most influential public intellectuals of 2005 (Prospect magazine included him in its 2008 ranking) and he received the prestigious Prince of Asturias Award 2011 in Social Science and 29 honorary degrees from colleges and universities for the same theory. Multiple Intelligences Theory has caused a great deal of excitement amongst members of the educational community. Even the english language entry in Wikipedia rather grudgingly admits this:

In spite of its lack of general acceptance in the psychological community, Gardner's theory has been adopted by many schools, where it is often used to underpin discussion about learning styles.

So, to put it mildly, thirty years after it was first published in Frames of Mind, the theory is still polemical and it keeps inspiring educators, schools and even educational systems around the world. Why?

The theory obviously resonates deeply with educators and parents. For many parents, it holds out hope that their child may prove to be truly gifted, to have a superior intelligence, or cluster of intelligences, that his or her dull, uninspiring school does not appreciate or has not stimulated properly. For educators it also holds out hope that every child in his classroom can achieve great potential if only they can somehow tap into their hidden intelligences. It provides a facile explanation, or perhaps pseudo-explanation, for why Johnny is so good at drawing and so bad at spelling and why Janet has such sensitive emotional antennae but does not seem to able to add properly to save her life, but it also encourages educators to engage more, to pay more attention to each child and to encourage them, to treat them all as unique individuals and to enrich classroom sessions -all of which of course go a long way to motivating people of any age, let alone children. Many psychologists object to what they consider to be Gardner´s provocative and incorrect use of the term intelligences to refer to what they consider to be more appropriately labelled as talents. Whether considered as talents or intelligences, the hypothesis seemed to open up a vast vista of opportunities for diversity in classrooms that were stifling in the homogeneity and mechanicism that had grown up under the rule of skinnerism and an over-rated infatuation with IQ and other multiple choice tests.

This book was written ten years after the theory appeared and is a collection of readings about the theory, about some of its potentials in education, about some pioneering schools´ adoption of the principles purportedly underlying MI and about the assessment of MI. Gardner reports on some of the school experiences which he claims validate his claims about MI, but in truth, the experiences are exploratory and methodologically flawed: sample sizes are too small, controls are improperly set up and Hawthorne type effects are not properly ruled out -on the contrary, a cynic might suggest that they are activey encouraged.

I think Gardner´s ideas, perhaps in tandem with Daniel Goleman´s related books on emotional, social and ecological intelliences are still worth reading about but they must be read with care, understood as pleas for more engagement and sensitivity and used as a starting point for further exploration.

[Natasha · Rating 3 out of 5]

Gardner presents a revolutionary educational concept in a format which is a bit dry (a.k.a. academic). But, persistance in reading the whole volume is rewarding. A major focus of Gardner’s work is to provide teaching methods tailored to meet the needs of each student.

The first principle is to assess our students’ learning styles. Like our fingerprints, we all have a different medley of strengths and weaknesses in learning. These areas of intelligence include musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, and intrapersonal. Traditional educational methods rely on strong linguistic and logical-mathematical skills. Gardner proposes that we should “try to ensure that everyone receive an education that maximizes his or her own intellectual potential.” (p. 71)

The next step is to design a curriculum that utilizes the strengths we assessed in our students. Gardner writes, “any concept worth teaching—can be approached in at least five different ways” (p. 203). These five approaches include:

• narrative—-tell the story
• logical-quantitative—-mathematical proofs, arguing pros and cons
• foundational—-definitions and philosophical underpinnings
• esthetic—-using senses
• experiential—-hands-on approach

The third principle is using community resources. Gardner expresses that viewing a master at work can be of enormous importance to a child, especially if he sees the skill uses both his areas of strength and interest. There are significant educational opportunities available within the community.

The fourth technique is student projects. Gardner explains:

projects can serve a number of purposes particularly well. They engage students over a significant
period of time, spurring them to . . . revise their work, and reflect upon it; . . . they model the
kind of useful work that is carried out . . . in the wider community; they allow students to discover
their areas of strength . . . ; they engender a feeling of deep involvement (p. 118).

[Robert Milles · Rating 4 out of 5]

Das Buch erklärt kurz die von Gardner vorgestellte Theorien der multiplen Intelligenzen und beschäftigt sich im weiteren Verlauf eher mit einer Implikation dieser Theorie in verschiedene Bildungseinrichtungen und den Arbeitsplatz. Sicher gut geeignet für Menschen, die im Bereich Bildung (Erwachsene oder Kinder) tätig sind. Mir persönlich kommt die Darstellung der Theorie etwas zu kurz.

[Alvaro Alcocer Sotil · Rating 5 out of 5]

Interesante libro que da cuenta que todos tenemos inteligencia especifica. Aunque en la sociedad solo esta valorado la inteligencia logico matematico. Pero uno puede potenciar muy bien su inteligencia si la descubre y se especializa. Por ejemplo los deportistas usan su inteligencia corporal, los musicos su inteligencia auditiva, los ingenieros su inteligencia logico-matematico, etc. Es un libro necesario: "Todos somos buenos para algo, pero si un pez se pasa la vida intentando subir a un arbol pensara que es un idiota"-Albert Eistein

[Carolyn moran · Rating 4 out of 5]

this is another book I re-read quite often... everyone should know about these differing learning strengths, but there are a lot more charts and summaries online... Gardner's theories are not about brain research, but almost just observable common sense...you never know if the left brain is the right brain to be doing stuff with!!!

[Lud Oliveira · Rating 3 out of 5]

Reflexões super interessantes sobre educação. Gostei bastante, porém é uma leitura lenta, um pouco cansativa. Mas vale a pena o esforço, principalmente para quem trabalha com educação ou se interessa pelo assunto.

[Lex · Rating 4 out of 5]

HIGHLY RECOMMENDED. Harvard scholar Gardner shows parents and teachers the multiplicity of the human mind and why our current educational model (one teaching size fits all) prevents children from utilizing their multiple intelligences is order to maximize learning. I'm super excited to read Gardner's other books now, especially The Unschooled Mind: How Children Think and How Schools Should Teach

[Starbubbles · Rating 3 out of 5]

this book spends a great deal on what he intends to do and has done, how others interpreted his work, the unintended audience (educators), and what it all meant to him. yeah, i was looking forward to theories and new ideas about what to do with those theories. sort of lacked in that area. i guess read the original, frame of minds if you want to understand what on earth multiple intelligences in about. good thing i knew a little about it already.

[Jean · Rating 2 out of 5]

I actually just skimmed this work to refresh the concept of Multiple Intelligence for personal reasons. This work tended to be more of a defense of Multiple Intelligence rather than adding anything on pragmatic level which was my hope when I borrowed it from the library. However, I did read Frames of Mind eons ago which lays out the concept and it has always stuck with me. If you are curious about this concept, I would read the earlier work and skip this one.

[Denise · Rating 3 out of 5]

The organization and writing of this book could be better. That aside, the presentation on different ways intelligences manifest and work together is worth reading. For guidance in implementation, further reading is needed.

[Michael Cassano · Rating 5 out of 5]

The progressive way of teaching!

[Nicoleta · Rating 5 out of 5]

Am început această carte pentru că este o lectură obligatorie în cadrul modulului psihopedagogic pe care îl urmez, dar a ajuns chiar să îmi placă lecturarea volumului.

În ultimele zile m-am simțit puțin pierdută pentru că am realizat că anumite planuri pe care le aveam nu erau realizabile. Pe scurt, mi s-au vândut povești și eu inițial le-am crezut pentru că speram că există o cale mai ușoară. Aici mă refer la termenul de passive income care este intens promovat pe rețelele de socializare. Ca orice student la economie curios m-am apucat să mă informez mai mult despre acest subiect, dar cu cât am citit mai multe cu atât am realizat că sunt amăgeli. În "passive" nu e niciun pasiv, iar ca să construiești așa ceva trebuie să ai mai întâi o audiență, altfel sunt slabe șanse să faci ceva din asta.

Trecând peste, cartea promovează ideea de măiestrie, de a deveni bun la ceva, iar acel ceva să fie bazat pe inteligențele tale. Mi-a plăcut și ideea de procesfoliu în care îți documentezi călătoria ta de la învățăcel la maestru și chiar vreau să încerc, probabil pe Substack.

Volumul m-a ajutat să revin pe drumul cel bun, după ce am fost influențată de ideile unor persoane care doar par că știu mai multă educație financiară. Sunt încântată că am citit cartea și plănuiesc ca următoarele lecturi să fie Inteligența emoțională și Măiestrie.

De asemenea, vreau să lucrez la anumite inteligențe. Am un scor foarte bun la inteligența intrapersonală, logico-matematică și naturalistă, dar sunt jalnică atunci când vine vorba de inteligența interpersonală și lingvistică. Autorul susține că inteligența intrapersonală e necesară pentru a avea succes în carieră și o am, dar sincer cele 2 la care o duc cam prost au constituit mereu un obstacol pentru mine. Așadar, mi-am propus ca obiectiv să lucrez la ele, astfel încât să ajung la un nivel mai "confortabil".

[RainyCraze · Rating 5 out of 5]

Excellent! I thoroughly enjoyed this book between the interest of the content & the straightforward writing style; many scientists can fall into the trap of writing academically for books published for the common people, but this was done very well.

What should be noted is Howard Gardner developed the theory of multiple intelligences as a framework. This isn't about how to raise children, teach students, or hire for highly adept teams. This is the basis by which those applications can be formed. This is a way of interpreting human psychology & the implications of treating people according to their strengths & weaknesses.

That said, this publication goes over the changes MI theory has undergone & what happened in the psychology field since its introduction. A good portion goes over some of the projects done in classroom applications & intelligence testing in children, as educators are the most open to MI theory & can see its potential on a large scale in the real world. But the book also illustrates what MI application might look like in the corporate world.

One point I'd like to highlight is the ease with which this theory could be abused to further disenfranchise already marginalized peoples. And indeed it has. But Gardner addresses those abuses up front early in the book, as well as his official stances & what measures he's taken to expose such abusers. Notably, he made a great deal of effort & media appearances in Australia when MI theory was illegitimately used against the aboriginal peoples.

Overall, I believe this is a great take on psychological understanding & I hope to see more of it in the world around me.

[Fiorella Madrid · Rating 2 out of 5]

La razón principal por la que me llamó la atención leer este libro es porque quería leer algo relacionado con psicología y la verdad que el tema también fue muy atractivo para mí. Soy fiel creyente que todos tenemos habilidades diferentes, y por ende, no deberíamos ser "evaluados" de la misma manera. Asimismo, todos tenemos también un proceso diferente en cuanto a mejorar nuestras deficiencias.
A pesar de que el libro tenía muy buena pinta y empezó muy bien, después del tercer capítulo perdió mi completo interés.
Considero que en lo personal, fue una lectura un poco densa y muy técnica para mí. Definitivamente yo no lo recomendaría para personas que no sean psicólogos, educadores e incluso padres de niños pequeños.
Es un libro que cuesta leer, más si es primera vez o muy rara vez lees este tipo de libros. Literal casi me ocasiona un bloqueo lector, no por nada dure casi dos meses leyendo esto.

[Eric · Rating 5 out of 5]

Although I never quite took the time at the time to go through all the different intelligences that Dr. Gardner describes, I heard him speak at the time (I was lucky enough to work for Scholastic for a couple years, and he came to speak in the building one time) and he described quite strikingly how a kid who is book smart and math smart might not do so well if every kid in the class was given a disassembled lock and then they had a race to put it back together: now see who comes in first.

Just that much radically transformed how I thought about every person having their own unique insights and intelligences, and I came to appreciate ALL of humanity much more than I had before.

[Rajiv Bais · Rating 4 out of 5]

God this book was long and overly verbose. Even if such a sentence implies that I have no intelligence, I would have still given it 3.5 stars. Except, there’s no 1/2 star rating, even though some books literally deserve 1/2 a star. No wonder America never cared to be ready for MI. Why? The plan, based on Gardner’s writing in this book, looked so complicated.

Plus, because this doesn’t emphasize how children can make friends, parents still won’t catch on. After all, for them, it’s only about “buying the kid’s happiness” as supposed to doing what makes the kid happy without enabling and failing him or her.

[Eugene Pustoshkin · Rating 3 out of 5]

Gardner’s book Multiple Intelligences: New Horizons in Theory and Practice (2006) is significantly better than his Intelligence Reframed. Unlike the latter, he does include an explicitly developmental perspectice (Piagetian) to describe stages of growth and development. However, once again he doesn’t include any description of developmental stages of any of the intelligences other than the Piagetian cognitive (logico-mathematical) intelligence. The book is basically an antology of separate essays that were edited by the author for continuity and diminishing redundancy (although some redundancy remained).

[Carol Last · Rating 4 out of 5]

Me pareció que la organización de los contenidos es caótica y algunos capítulos son más bien ensayos. El resto es oro.
Gardner y sus colegas dan cuenta de proyectos educativos que pusieron en práctica la teoría de las I.M. en Estados Unidos y cómo contrastan con la educación formal estándar.

Mis capítulos/ensayos favoritos fueron los que cuestionan los métodos de evaluación como tests y cuestionarios para medir las capacidades cognitivas de las/os estudiantes e incluso pronosticar vidas enteras... La propuesta de Gardner y compañía son los "procesofolios".

[Ethan Monks · Rating 5 out of 5]

Both revelatory and confirming. Intelligence shouldn’t be considered in the binary anymore. It’s outdated, fascistic, and destructive. Yes, some people have the genetic gift of having faster cognitive processing power. In other words, some people have a higher IQ. But this is only one form of intelligence. The others are identified and expanded upon beautifully by Gardner in this magnificent, heartwarming little book.

[Amber · Rating 5 out of 5]

This is a dry read, but I wasn't expecting something invigorating.

I read this because I wanted a better understanding of the gifted curriculum at my kiddo's school, which is based off MI theory. I feel like I got what I was looking for, and now I have a basis for helping to extend learning at home.

[Vincent Romeo · Rating 2 out of 5]

Howard Gardner is pretty smart but some of this book got soooo boring. I also had to read this for class but I ended up being the only one who read it... embarrassing. But turns out now I know a lot about MI theory.

[Ceci Hernandez · Rating 5 out of 5]

Excelente libro para comprender sobre test de coeficiente intelectual, y que mas allá de las Inteligencias Lingüística y matematicas que son las que como sociedad se consideran personas exitosas. Mas allá esto existen otras inteligencias menos valoradas pero tan importante como las anteriores.

[Edy Chandra · Rating 5 out of 5]

Inspiring book

[Sultan Albeshri · Rating 4 out of 5]

Whenever i read something about intelligence, Gardener comes a head in my mind.
It is really great book and will change the way how you look at yourself.
Loved it.

[Antonio · Rating 5 out of 5]

I like a lot the vision of Gardner, since "frame of mind", this book from 1993 still just so validate, even 27 years later. The education system still have a lot of work to do.