Introduction by Howard Gardner
I’m pleased to be able to post this guest contribution from my colleague, Georgios Flouris. Professor Flouris has been instrumental in bringing “MI” theory to the attention of his educational colleagues in Greece. He has just published a book on the educational implications of multiple intelligences theory.
The posted essay touches on two very important points. First of all, while “MI” theory was developed as a theory of the human mind, with certain educational implications, it has been used in many places—indeed, in too many places—as a quick way to make a profit, even when the claims cannot possibly be substantiated.
Second, and relatedly, intelligences are not benign in themselves—they can be developed and mobilized for positive or for destructive purposes. Accordingly, “MI” theory should be wedded to a conception of good work.
In some sense, these ideas are new ones, but they can be traced all the way back to ancient Greece, where interest in the mind and in ethics were first written about, by Plato, Artistotle, and their students. And, of course, no one embodies the ethical and reflective life more than Socrates, whose courageous example has inspired human beings over the millennia.
Guest Post by George Flouris
I welcome the earlier blogs about BLACK LIVES MATTER, the GOOD PROJECT and COVID 19 as well as the linking of MI THEORY with the GOOD PROJECT. Congratulations to Howard Gardner and associates for the above blogs and links; there is an urgent need for all of them.
I share Howard Gardner’s frustrations regarding malpractices of MI theory. There have also been some not so good uses of MI theory in Greece. The most common malpractices that I have noticed include the following:
Some agencies charge students for testing their intelligences. The tests used to tap students’ profiles numbered 9, 10, or even 11 types of intelligences; no source is indicated for this proliferation of intelligences.
Some private organizations test students to match their intelligences with a prospective profession—MI theory is used as a counseling, career guidance, and job orientation tool.
Tutoring based on MI theory is claimed to prepare students for entrance to tertiary education.
Claims are also made to enhance students’ intelligences in order that they perform better in various school tests, in learning foreign languages, etc.
Note: all these malpractices require payment to private organizations.
There is no doubt that MI theory has the potential to develop all types of intelligences in students; the theory has been a great contribution for people across the whole planet. Gardner’s original work has persuaded people around the world that “we are all intelligent in different ways.” This plurality of intelligences is based on several values, including equality, justice, freedom, rights, democracy, etc., and has brought many positive changes and benefits in the educational systems of different countries.
In addition to helping us to think more broadly about human intellectual capacities, MI theory has created a new vision for future schools. Thus, it is of utmost importance to safeguard the theory and keeps it intact—protecting it from candidates who aspire to put it into untested or unethical uses in order to make profit.
All these reasons lead to the conclusion that MI theory ought to be taught in conjunction with the “Good Project,” as well as Gardner’s work “the five types of mind for the future.” Being intelligent does not give one the right to apply his/her intelligences to engage in unethical or immoral practices. Parents, schools and society need to develop an “ethical” and “respectful mind” in children of all ages. In addition, educators have to explore new ways of cultivating individuals holistically by emphasizing values and character so that individuals may become balanced. In this respect I agree with the Good Project’s “ethics of roles” as well as its views on “dilemma, discussion, debate, decision, and debriefing.”
In parallel to teaching values to students, we ought to revamp the philosophy of “Character education” in order to socialize and educate youth meaningfully and ethically. Other educators have joined Gardner’s efforts to support MI at another level by emphasizing the concept of “intelligent schools” (McGilchrist, B., Myers, K., Reed, J., 2004)[1]. According to these educators, schools will be “intelligent” if teachers enhance their own intellectual profiles. To this end, such scholars propose several types of intelligences for teachers—including “pedagogical intelligence,” “emotional intelligence,” “reflective intelligence,” “spiritual intelligence,” and “ethical intelligence,” etc.
Educators around the world ought to put an emphasis on the subjects of humanities and humanistic values. These types of values are exemplified in the stance Socrates kept while in prison. Even though his disciples could have helped him escape, he freely and deliberately chose to stay. He wanted to support the “truth” and face the judges of ancient Athens—thereby exemplifying his obedience to the Athenian laws. His death taught the world that there are eternal values such as truth, commitment, and obedience to laws. In this manner, Socrates set a memorable example: his physical existence was less important than the truths that he valued and wanted to preserve. As Emerson has stated—and Gardner wholeheartedly agrees—“Character is higher than intellect.” Socrates also demonstrated that character is above intellect, even though he possessed both of these properties.
Kazamias (2020) endorses the above views and supports that education should shift from the model of forming an entrepreneurial, market-driven, profit–driven, homo economicus or homo barbarus, to the formation of a homo humanus with a cultivated mind and soul. To this end, liberal arts education, aesthetic knowledge, ethical dimensions, civic virtues and “Paideia of the soul,” a quintessential attribute of being “wholly human” are needed (Kazamias, 2020)[2]. This type of education and living leads to what Aristotle called “eudemonia” or “euzein”—the “good life.”
© George Flouris
George Flouris is an Emeritus professor of Curriculum and Instruction at the University of Athens in Greece. He has written extensively on education on topics including curriculum theory and development, instructional design, teaching strategies, teacher education, and conceptions of the self improvement of educational practices, and many others. His most recent book is entitled: Multiple Intelligences and Education: Theory-research-applications. Athens: Grigoris, (2020).
[1]McGilchrist, B., Myers, K., Reed, J. (2004). The Intelligent school. London: Sage Publications.
[2]Kazamias, A. (2020).O Sokrates kai he Anthropistike Paideia stin Neoterikotita: Krise Paideias kai Demokratias (Socrates and Humanistic Education in Late Modernity). Athens: Ion Publishing Company.