Multiple Intelligences Theory Reflection

The topics and activities we have covered so far in relation to being a teacher and learning have provided me with an understanding of several learning theories that have broadened my knowledge in pedagogy. It was suggested at the beginning of the course to have a journal of our reflections concerning what we learnt in each lesson, thus, in this paper I will summarise my journal by drawing out the points that interested me the most and that I felt I learned from or through which my knowledge was increased. I intend to focus on my image of education/learning in relation to a social theory of learning and explore the topics; Core reflection approach and the Multiple intelligences theory by giving a brief description, analysing them and then linking

In this theory, Gardner identifies eight intelligences which he believes provide different pathways to learning. These include visual/spatial, verbal/linguistic, musical, mathematical/logical, naturalistic, intrapersonal, interpersonal and bodily-kinesthetic. Further, Gardner claims that each intelligence functions on a separate area of the brain (Waterhouse, 2006, p. 208) and that they develop differently in an individual. However, since developing the MI theory in 1983, there have been several critics of this theory mainly because it lacks empirical evidence and the critics feel that such a theory should not be the basis for educational practice (Waterhouse,

I found some statements not accurate enough to get a person to answer correctly. Nevertheless, its broadness can also be an advantage because it covers a wider range of a person’s abilities and I think it can be used on any one regardless of their level in education or exposure in life. It is also encouraging that education settings which apply the MI framework on the student learning process look at its benefits, despite the criticism it has received. Waterhouse (2006, p. 209), like other critics also acknowledges that it has positive results, but dwells on its lack of empirical support to declare it harmful to both the teacher and the student (Waterhouse, 2006, p. 221). But how is it that a harmful theory can yield positive results?
To conclude, the MI theory does not look at intelligence in a narrow manner but that we have eight intelligences which develop differently depending on the stimulation they get and perhaps an individual’s interest as I stated in my discussion. Therefore, it is vital for us as educators to embrace the idea of these intelligences as it may help us present teaching material in diverse ways in line with students’ abilities hence, engaging students and consequently yielding positive