tation in the brain (Gardner 1983). Using this as criteria for classifying abilities, Gardner identified seven intellegences. After more observing Gardner identified an eighth intelligence. These intelligences are: linguistic, logical-mathematical, spatial, bodily kinesthetic, musical, interpersonal, intrapersonal and naturalist (Armstrong 1994). A graphical explanation can be found in appendix A figure 1.1. There are methods to construct your intellectual profile and see which intelligences you may be dominant in. Gardner says this is harmless until people think that determining your intellectual profile-or that of someone else- is an end in itself(Chechley 1997). Determining your profile should only be used to better understand yourself and the ways you learn. As long as the profile is used for understanding and is not thought of as universal, then it may help people achieve more and obtain more skill (Armstong 1994). What does all of this say about modern day education? Are we doing it all wrong? With everyone having different intellectual profiles can we continue to teach everyone the same way? Gardner says, We can either ignore those differences and teach everybody the same stuff in the same way and assess everybody in the same way. Or we can say, look, people learn in different kinds of ways, and they have different intellectual strengths and weaknesses. Lets take that into account in how we teach and how we assess (Checkley 1997). Schools now seem to be teaching and assessing mainly the linguistic and logical intelligences. If we want to get the highest potential out of every student we have to start re-evaluating the methods and materials being taught. How do we teach knowing this new idea of multiple intelligences? Well, its to bad because there is no one way to approach teaching considering the different intellectual profiles of each student. Instead, educators must take seriously the differences in their studen...
