I remember very well this feeling of inferiority when I had lower results than my peers on mathematical and linguistic tests. After all, mathematics, grammar and reading comprehension were the only subjects popular with both teachers and students; they constituted the criterion for distinguishing an excellent student from a mediocre one. Throughout my school experience, academic excellence and strong logical and linguistic performance were often used interchangeably; skills in any other discipline have been neglected or even mocked. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”?Get the original essayThis narrative is widely reproduced around the world because many educational systems and teaching methods confer the title of “intelligent » only to students who excel in the above areas. basic disciplines. This brilliance is even considered a sure indicator of success in other subjects. This way of viewing intelligence is incredibly dominant to the point that it has become normalized or “obvious.” However, it was only introduced at the beginning of the 20th century as part of a psychometric theory by the English psychologist Charles Edward Spearman. This theory has been called the “general factor of intelligence” (Spearman 36), commonly known as the g-factor. Spearman's theory states that there is a positive correlation between cognitive tasks. In an academic context, this means that a student's performance in primary disciplines, primarily logic and language, is comparable to that student's performance in other subjects. Standardized tests, notably the IQ test, stem from Spearman's perspective on intelligence. Although the most widely accepted theories of intelligence incorporate the g factor, a few concepts completely opposed to Spearman's view have emerged, primarily Gardner's theory of multiple intelligences. In his book "Frames of Mind: Theory of Multiple Intelligences", the American psychologist Howard Earl Gardner states: "I asserted that all human beings do not possess only one intelligence (often called by psychologists "g" for intelligence general). Rather, as a species, we human beings are best described as possessing a relatively autonomous set of intelligence” (Gardner 13). The insufficiency of the ga factor led Gardner to conceive a more inclusive theory that takes into account a "fuller appreciation of human cognitive abilities" and which includes linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic and personal intelligence ( Gardner 13). This set later expanded to include both naturalistic and existential intelligence. However, this essay aims to trace the characteristics of Gardner's initial six elements of intelligence as well as how they can be harnessed to improve education. Intelligence is defined as a “neural mechanism or computing system that is genetically programmed to be activated or “triggered” by certain types of internally or externally presented information” (Gardner 68). Based on this definition, we cannot expect there to be a single type of intelligence, since different individuals are triggered by distinct stimulators. The musician is sensitive to pitch relationships, the mathematician to numbers and cause and effect, and the artist to the power of the image. So, from this angle, Gardner's multiple intelligences begin to reveal themselves. The first intelligence listed inGardner's book is verbal-linguistic, because it is "the intellectual skill that seems most widely and democratically shared across the human species" (Gardner 82). Language is one of the first skills a normal child learns, and it is one of the traits that unites individuals from different cultures and backgrounds. However, this intelligence is more developed and more apparent in writers, essayists and poets. Take, for example, William Shakespeare, history's most famous playwright who has fascinated audiences for over four centuries; Shakespeare even invented phrases and expressions that are still used today. Gardner's example of someone with exceptional linguistic skills was the English poet TS Eliot, who received a Nobel Prize in Literature for his pioneering contribution to contemporary poetry. Although these two examples illustrate linguistic intelligence at its most prolific level, the average linguistically gifted individual may share many traits with Shakespeare and Eliot, such as the ability to learn through written and spoken language, the appropriate use of vocabulary and a thorough understanding of the language. nuances in the meaning of words. People with high linguistic intelligence generally enjoy humor and language-based puns, have a rich vocabulary, and can express themselves accurately in one or more languages. The development of verbal intelligence relies largely on memory as a means of acquiring linguistic knowledge and expanding writing styles through reading. Unlike linguistic intelligence, which can take time to manifest because it requires years of learning a language, musical intelligence emerges quickly (Gardner 105). In his presentation of musical intelligence, Gardner relied on the example of the child prodigy who demonstrates exceptional musical skill from an early age. In fact, the talents of many famous composers radiated from early childhood. Take, for example, Mozart, who began playing the piano at the age of four and composed his first piece of music at the age of five. The development of musical intelligence, according to Gardner, depends not only on innate abilities but also on sociocultural context; “The existence of accomplished singing skills in some cultural groups suggests that musical achievement is not strictly a reflection of innate ability but is likely to be stimulated and shaped by culture” (Gardner 119). However, for most individuals who were not raised in a musical environment, the opportunities to hone their musical abilities are generally rare, and they diminish further after the beginning of the school years, when there is more emphasis on other “linguistic achievements,” which makes “musical illiteracy” acceptable (Gardner 116). Nevertheless, musical talent is by no means limited to composers, musicians, and performers, for musical skill can be perfected simply by training the oral-aural canal” (Gardner 129). The main characteristic of musically intelligent individuals is enjoyment and appreciation of music. They generally work best with music playing in the background. Additionally, they are able to recognize different musical instruments in a composition. Gardner describes linguistic and musical intelligence as “endogenous” since each author or musician has a unique style and set of rules (Gardner 177). However, at the other end of these two elements of intelligence is rigorous logical-mathematical intelligence, one of the few skills emphasized and developed throughout theeducational process. This intelligence is undoubtedly the most acclaimed and the most praised. In fact, the very concept of intelligence is often reduced to mathematical abilities. However, in the context of the theory of multiple intelligences, logical-mathematical competence is considered "as one skill among a set of intelligences, a skill powerfully equipped to handle certain types of problems, but which is by no means superior or is not likely to be overwhelming.” , the others” (Gardner 177). The history of science, particularly mathematics, has seen many profiles with high logico-mathematical abilities. Gardner offered the example of French mathematician Henri Poincaré, one of the world's greatest mathematicians at the turn of the century, often described as "the last universalist" for his invaluable contributions to all areas of the discipline, from pure mathematics to applied mathematics. What characterizes individuals gifted in mathematics is their penchant for abstraction. Furthermore, the mathematician must be rigorous and skeptical in his treatment of the facts; acceptance of any statement is only accomplished through consistent evidence derived from "universally accepted first principles". (Gardner 146). In practical terms, logical-mathematical intelligence involves the ability to analyze and evaluate problems using a logical sequence of thought, a strong ability to recognize patterns, and a deep understanding of numbers and causes and effects. The development of logical-mathematical intelligence is different from that of linguistic and musical intelligence, in the sense that it does not rely on the auditory-oral sphere; instead, logical installation is accomplished through continuous confrontation with the world of objects (Gardner 136). In other words, it is through the manipulation of objects and the relationships between them that a child acquires the rudimentary and most elementary understanding of logic, to then leave the world of sensorimotor knowledge and climb the ladder of pure abstraction. A skill of equality Visuospatial intelligence is important in the scientific field, because logical-mathematical aptitude is important. However, if the first reaches its peak with increasing abstraction, the second remains closely linked to the concrete world (Gardner 215). In fact, the main abilities implied by this intelligence revolve around objects: their perception, their visualization and their manipulation. Among the fundamental traits of able individuals regarding this intelligence are the ability to "recognize instances of the same element", to visually transform an element or notice the "transformation of one element into another", and the ability to produce graphs similar to perceived imagery. (Gardner 185). Visuospatial intelligence proves crucial in many disciplines, and individuals who have demonstrated a strong ability to manipulate objects internally have been able to achieve pioneering achievements in their areas of expertise. In this context, Gardner gives the example of scientists James Watson and Francis Crick, who were only able to discover the double helix structure of DNA by visualizing how the molecules could be linked together (Gardner 200) . It is also not surprising that the work of artists depends primarily on manipulating the world of objects. Michelangelo, the great artist of the Renaissance, was highly praised for his “precise visual recall” of all the forms he perceived (Gardner 207). The development of this intelligence is not only based on intuition but also on practice. A compelling testimony to this is the case of the Eskimos, who demonstrate a high degree of spatial aptitudedue to the difficulty they encounter in making their way in their environment (Gardner 212). Additionally, spatial intelligence is thought to be much more developed in older individuals than in their younger counterparts, a finding Gardner sees as a "reward of aging" and a greater appreciation of patterns and shapes. Take, for example, the famous Spanish painter Pablo Picasso, whose spatial abilities remained robust even into his 90s. There is also another form of intelligence linked to the concrete world: bodily-kinesthetic intelligence. This capacity, however, remains close to the individual because it is inherent to the skillful use of his body. The inclusion of physical abilities in Gardner's theory stems from his efforts to shake off the common belief that motor abilities are taken for granted, with mental abilities often considered superior. Gardner further asserts that concrete actions should be seen as the culmination of all intellectual effort. In the same way, mental abilities should be considered as a means of bodily movement and not the other way around. The primary trait of this form of intelligence is the ability “to use one's body in highly differentiated and competent ways, for expressive and goal-directed purposes” (Gardner 218). This intelligence therefore involves the use of fine motor movements to manipulate delicate objects as well as the expressive exploitation of gross body movements. An example that accurately illustrates this form of intelligence would be that of the French mime Marcel Marceau, who was able to imitate personalities, convey abstract concepts, and designate phenomena through gestures and facial expressions alone (Gardner 218). The development of this intelligence is relatively distinct from previous ones, in the sense that it does not evolve independently; on the contrary, she is equipped with an amalgam of skills. “When a person can state a goal in words, convey instructions verbally, critique their own performance, or coach another person,” the method by which their skills are incorporated is refined, thereby promoting their motor activity (Gardner 234). Therefore, bodily-kinesthetic intelligence is both developed and central to all other forms of human abilities. The final skill introduced in Gardner's groundbreaking theory is personal intelligence, which can be divided into two categories: interpersonal and intrapersonal abilities. The first involves the fundamental ability to accurately discern the moods, temperaments, motivations, and intentions of others (Gardner 253). It directs everyone's abilities towards knowledge and relationships with others. Among the individuals Gardner considers to have great interpersonal skills are political and religious leaders who fully understand the inner feelings of the public and are thus able to influence them in the desired direction. Intrapersonal intelligence, on the other hand, requires access to oneself, the ability to achieve deep awareness of one's emotions, and ultimately to guide one's actions (Gardner 253). An apt profile to exemplify this type of intelligence would be the English writer Virginia Woolf for her keen ability to "look within, examine one's innermost feelings, and express them" through her stream of consciousness novels (Thoughtco .com). Regardless of their different nature, interpersonal and intrapersonal skills develop simultaneously from early childhood to old age. The first steps to developing this intelligence.”