Community Magazine October 2009

52 Community magazine RIFKA SCHONFELD I NSIGHTS INTO EDUCATION A New Definition Dr. Howard Gardner developed the theory of “Multiple Intelligences,” advocating a new approach toward defining intelligence: “Try to forget you heard of the intelligence as a single property of the human mind. In my view, if we encompass adequately the realm of human cognition, it is necessary to include a far wider and more universal set of competences than we have ordinarily considered.” He’s asking us to think out of the box. Gardner’s definition of intelligence is, “the ability to solve problems or create products that are valued within one or more cultural settings.” If we value beautiful music, art, agility, or excellent social skills, then those who excel in any of these “tal- ents” are intelligent. Gardner identified seven areas of intel- ligence: visual/spatial, verbal/linguistic, logical/mathematical, bodily/kinesthetic, musical/rhythmic, interpersonal, and intrapersonal. - Esther can’t memorize dates for her test, but she can create a beautiful painting. - David hates doing homework, but he’s a whiz at playing piano. - Helen freezes up when she tries writing an essay, but she is the friendliest and most popular girl in class. None of these children are academically gifted. But does that mean they aren’t smart? Who decides which children are intelligent? 1. Visual/Spatial Intelligence – Children with high aptitude in this area are more artistic. They read maps accurately, have a good sense of direction, and enjoy building or creating. As adults, they will make excellent architects, artists, and graphic designers. 2 . Verbal/Linguistic Intelligence – Children who excel in this area love language. They like to read or write. They are early readers, avid talkers and storytellers. They like word games, speak persuasively, and spell accurately. They can become writers, storytellers, and public speakers. 3. Logical/Mathematical Intelligence – These are problem solvers. They are logical and think clearly. They have an aptitude for abstract thought and deductive reasoning. They enjoy math. They love challenging games of strategy like chess and the Rubik’s Cube. They are also computer savvy. These are useful skills for scientists, accountants, bankers, and computer programmers. 4. Musical Intelligence – Musically inclined people enjoy singing, dancing, or playing an instrument. They remember melodies and have a sense of rhythm. They know when notes are off key. They can grow up to be musicians, vocalists, and composers. 5. Kinesthetic Intelligence – Some children are more physically agile than others. They enjoy sports and physical activities, like working with their hands, mimic others well, handle tools skillfully, and are good at crafts. There are varied career opportunities that are especially well suited to these children. They can become athletes, dancers, surgeons, craftsmen, and construction workers. 6. Interpersonal Intelligence – I call these social skills. These children have a keen ability to understand others. They work and communicate well with people, and are socially savvy. They have excellent leadership skills and are sensitive to the moods and temperaments of others. Typically, they have many friends. They can be effective politicians, social workers, counselors, salespeople, and teachers. 7. Intrapersonal Intelligence – These individuals are very much in tune with themselves. They understand their own strengths and weaknesses. They are self confident and self motivated. They are aware of their own feelings. They know where they come from and where they’re headed. They often grow up to be philosophers, poets, and leaders. Helping Your “Smart” Child Of course children may have a high aptitude in a number of these areas. But how does a parent help a child develop his strengths? Watch your child and see in which areas he shines. Most children enjoy doing what they’re good at, so consider how they spend their free time. Children have varied inter- ests, and most will not stick with an activity unless they enjoy it. Once you’ve identified where your child shines, encourage him to develop that intelligence. Whether it’s a visit to a museum, a game of catch, brain teasers, visits to the library or a computer program, ensure that his intelligence is allowed to blossom. Be careful to encourage, but not to pres- sure, your child. If he’s not ready to cooper- ate, it could be he’s feeling intimidated or is just not ready. If the intelligence is there, he will discover it and nurture it by himself. Sometimes it’s hard for parents to feel proud of their son the athlete or musician. They would prefer to celebrate achieve- ments of their son the valedictorian. But our job is to encourage our children even if their gifts are not the ones we value most. Be careful to avoid showing your child that you are disappointed in his or her abilities. Instead, celebrate the unique strengths and intelligence that makes your child brilliant in his/her own right. Rifka Schonfeld is the director of SOS, Strategies for Optimum Student Success Exploring Multiple Intelligences