I vividly remember that feeling of inferiority when I scored lower than my peers on math and language tests. After all, mathematics, grammar and reading comprehension were the only subjects cheered by both teachers and students; they constituted the criterion for distinguishing an excellent student from a mediocre one. Throughout my school experience, academic excellence and excellent logical and linguistic performance have often been used interchangeably; aptitude in any other discipline was overlooked or even derided. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay This narrative is widely replicated across the world as multiple educational systems and teaching methods bestow the title of “intelligent” exclusively on students who excel in the aforementioned core 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 referred to 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 subjects, primarily logic and language, is comparable to that student's performance in other subjects. Standardized tests, especially the IQ test, are derived from Spearman's perspective of intelligence. Although most widely accepted theories of intelligence incorporate the g factor, some concepts have emerged that are completely contrary to Spearman's view, primarily Gardner's theory of multiple intelligences. In his book “Frames of Mind: The Theory of Multiple Intelligences”, the American psychologist Howard Earl Gardner states: “I argued that all human beings do not possess only a single intelligence (often called by psychologists “g” for general intelligence) . Rather, as a species, we humans are best described as having a set of relatively autonomous intelligences” (Gardner 13). The inadequacy of the g factor led Gardner to devise a more inclusive theory that takes into account a “full appreciation of human cognitive abilities” and includes linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, and personal intelligence ( Gardner 13). This set later grew to include both naturalistic and existential intelligence. However, this essay aims to trace the traits of Gardner's initial six bits of intelligence and how they can be harnessed to improve education. Intelligence is defined as a “neural mechanism or computational system genetically programmed to be activated or “triggered” by certain types of information presented internally or externally” (Gardner 68). Based on this definition, one cannot expect there to be a single type of intelligence, since different individuals are activated by distinct stimulators. The musician is sensitive to tonal relationships, the mathematician to numbers and cause and effect, and the artist to the power of the image. Gardner's multiple intelligences begin to reveal themselves. The first intelligence listed in Gardner's book is verbal-linguistic, as it is “the intellectual competence that appears most widely and most democratically shared among the human species” (Gardner 82). the first onesskills that the normal child learns and is one of the traits that individuals from different cultures and life paths have in common. However, this intelligence is more developed and evident in writers, essayists and poets. Take, for example, William Shakespeare, the most famous playwright in history who has enchanted audiences for more than four centuries; Shakespeare even coined phrases and expressions that are still in use today. Gardner's example of a profile with exceptional linguistic aptitude was the English poet T. S. Eliot, who was awarded a Nobel Prize in Literature for his pioneering contribution to poetry today. Although these two examples illustrate linguistic intelligence at its most prolific level, the average linguistically gifted individual may share many traits with both Shakespeare and Eliot, such as the ability to learn through written and spoken language, the correct use vocabulary and a deep understanding of words. the nuances in the meaning of words. Individuals with high linguistic intelligence usually enjoy language-based humor and play with words, have a rich vocabulary, and can express themselves accurately across one or more languages. The development of verbal intelligence relies heavily on memory as a means of developing linguistic knowledge and expanding writing styles through reading. In contrast to linguistic intelligence, which can take time to manifest as it requires years of language learning, musical intelligence appears quickly (Gardner 105). In his presentation of musical intelligence, Gardner relied on the example of the child prodigy who displays exceptional competence in music from an early age. Indeed, the talent of many famous composers manifested itself already in 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 the socio-cultural context; “The existence of accomplished singing ability in some cultural groups suggests that musical success is not strictly a reflection of innate ability but is amenable to cultural stimulation and training” (Gardner 119). However, for most individuals who have not grown up in a musical environment, the chances of honing musical skills are usually slim, and decline further after the start of the school years, where there is a greater emphasis on further "achievements". linguistics” thus making “musical illiteracy” acceptable (Gardner 116). However, musical talent is by no means limited to composers, musicians, and performers, as musical proficiency can be honed simply by training the oral-aural channel” (Gardner 129). The main characteristic of musically intelligent individuals is enjoyment and appreciation of music. They usually work best with music in the background. Furthermore, they are inclined to recognize several musical instruments in a composition. Gardner defines both linguistic and musical intelligence as “endogenous” since each author or musician has a unique style and set of rules (Gardner 177). However, at the opposite end of these two intelligences lies rigorous logical-mathematical intelligence, one of the few skills that are emphasized and elaborated throughout the educational process. This intelligence is probably the most acclaimed and praised. In fact, the entire concept of intelligence is often reduced to mathematical ability. However, in the context of the theory of multiple intelligences, logical-mathematical ability is seen “as one of a set of intelligences, a powerfullyequipped to handle certain types of problems, but in no sense superior to, or in danger of, overwhelm.” , the others” (Gardner 177). The history of science, in particular mathematics, has seen many profiles with high logical-mathematical abilities. Gardner offered the example of the French mathematician Henri Poincaré, one of the world's most important mathematicians at the turn of the century, often described as "the last universalist" for his invaluable contributions in all fields of the discipline, from pure mathematics to the one applied. What characterizes mathematically gifted individuals is a passion for abstraction. Furthermore, the mathematician must be rigorous and skeptical in managing facts; acceptance of any statement is achieved only 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 keen ability to recognize patterns, and an in-depth understanding of numbers and cause and effect. The development of logical-mathematical intelligence is different from that of both linguistic and musical intelligence, in the sense that it does not rely on the auditory-oral sphere; the logical system is instead achieved through continuous comparison with the world of objects (Gardner 136). In other words, it is through the manipulation of objects and the relationships between them that the child acquires the rudimentary and basic understanding of logic, to then exit the world of sensorimotor knowledge and rise to the level of pure abstraction. A skill of equal importance in the field of science as a logical-mathematical aptitude is visual-spatial intelligence. However, if the former reaches its apogee with the increase of abstraction, the latter remains closely linked to the concrete world (Gardner 215). In fact, the main capabilities that this intelligence entails revolve around objects: their perception, visualization and manipulation. Among the key traits of suitable 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 image-like graphs perceive. (Gardner 185). Visual-spatial intelligence proves crucial in many disciplines, and individuals who have shown a high ability to internally manipulate objects have been able to achieve pioneering results in their areas of expertise. In this context, Gardner gives the example of scientists James Watson and Francis Crick, who managed to discover the double helix structure of DNA only through visualizing how molecules can be strung together (Gardner 200). It is also not surprising that the work of artists mainly depends on the manipulation of the world of objects. Michelangelo, the great Renaissance artist, was highly praised for his “accurate visual recall” of all the forms he perceived (Gardner 207). The development of this intelligence is not only based on intuition but above all on practice. A convincing testimony to this is the case of the Eskimos, who demonstrate a high degree of spatial aptitude due to the difficulty they encounter in orienting themselves in their environment (Gardner 212). Furthermore, spatial intelligence is thought to be much more developed in older individuals than in their younger counterparts, a finding that Gardner considers a “reward of aging” and a better appreciation of patterns and shapes. Take, for example, the famous Spanish painter Pablo Picasso, whose spatial abilities remained robust well into his nineties. There is also another form of intelligence linked to the concrete world:bodily-kinesthetic intelligence. However, this ability remains close to the individual as it inheres in the skillful use of one's body. The inclusion of physical abilities in Gardner's theory comes from his effort to abandon the common belief of taking motor abilities for granted since mental aptitudes are often considered superior. Furthermore, Gardner states that concrete actions must be seen as the culmination of every intellectual effort. Likewise, mental skills should be considered as a means for bodily movement and not vice versa. The main characteristic of this form of intelligence is the ability to “use one's body in highly differentiated and skillful ways, for expressive and purposeful purposes” (Gardner 218). This intelligence then involves the use of fine motor movements to manipulate delicate objects as well as expressive exploitation of gross bodily movement. 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 denote phenomena only through gestures and facial expressions (Gardner 218). The development of this intelligence is relatively distinct from the previous ones, in the sense that it does not evolve independently; on the contrary, he is equipped with an amalgam of skills. “When one can state a goal verbally, convey instructions verbally, criticize one's performance, or coach another individual,” the method by which one's abilities are incorporated is refined, thus aiding one's motor activity (Gardner 234). Thus, bodily-kinesthetic intelligence is developed through and is central to all other forms of human capabilities. The final skill introduced in Gardner's innovative theory is personal intelligence, which can be further divided into two categories: interpersonal and intrapersonal skills. The first involves the fundamental ability to accurately discern the moods, temperaments, motivations, and intentions of others (Gardner 253). Directs one's abilities towards knowledge and relationships with other people. Among the individuals Gardner believes to have high interpersonal skills are political and religious leaders who astutely understand the inner feelings of the public and are therefore able to influence them along desired lines. Intrapersonal intelligence, in contrast, requires access to oneself, the ability to achieve in-depth awareness of one's emotions, and ultimately to guide one's actions (Gardner 253). A suitable profile to illustrate this type of intelligence would be that of the English writer Virginia Woolf for her keen ability to “look inside herself, examine her innermost feelings and articulate them” through her stream-of-consciousness novels (Thoughtco.com). Regardless of their different nature, interpersonal and intrapersonal skills grow simultaneously from childhood to old age. The first steps to foster this intelligence emerge in the first years of life, when the child begins to experience a wide range of feelings and becomes able to distinguish "mother from father, parents from strangers, and happy expressions from angry ones" (Gardner 259). ). Subsequently the child acquires basic social knowledge and notions, mainly communication and sympathy with others. However, the turbulent years of adolescence remain a cornerstone in the process of developing personal intelligence as the adolescent shapes a more mature perception of the world and a more focused identity. Personal intelligence continues to grow through the experiences one encounters and their evolution extends into adulthood and old age. The theory of multiple intelligences is a.”