There is not just one form of intelligence, but several. The school system values some of them more than others. Working life is different: skills that count for little at school can prove very valuable in a career.
Where do the 8 types of intelligence come from?
American psychologist Howard Gardner, a professor at Harvard, put forward the theory of multiple intelligences in 1983. He then described 7 types of intelligence, and added an eighth in the 1990s: naturalistic intelligence.
According to Gardner, everyone has all 8 types of intelligence, to varying degrees, and relies more readily on some of them. The others are not lost: they can be practised and developed over time.
Spotting your child’s dominant intelligences helps you understand how they learn best. It is also a useful pointer when choosing a field of study or a career.
1. Logical-mathematical intelligence
This is the ability to calculate, quantify, reason logically and solve mathematical and scientific problems. These people enjoy numbers, analysis and reasoning.
You can recognise it in a child who:
- enjoys mental arithmetic, science or strategy games;
- explains things through analogies and wants a reason for everything;
- works in an orderly, rigorous way.
2. Verbal-linguistic intelligence
This is the ability to use words and language to express or grasp complex ideas.
You can recognise it in a child who:
- enjoys listening, reading and writing;
- expresses themselves easily, likes telling and acting out stories;
- loves word games (crosswords, Scrabble…).
At school, assessments mostly favour these first two types of intelligence, logical-mathematical and verbal-linguistic. A pupil whose strengths lie elsewhere is therefore often at a disadvantage, without being any less capable.
3. Musical-rhythmic intelligence
These people are sensitive to sounds, rhythms, tones and the emotions music stirs up. They easily recognise musical patterns, perform them and invent their own.
You can recognise it in a child who:
- hums while working or walking, taps a foot or a pencil;
- makes up tunes and melodies, sings in tune, keeps the beat;
- easily picks up the accent of a foreign language.
It is often the type of intelligence least called upon in traditional teaching.
4. Bodily-kinaesthetic intelligence
These people use their bodies with finesse and precision. They express themselves through movement, to convey an idea or a feeling, or to carry out a physical activity.
You can recognise it in a child who:
- has good coordination and enjoys sport;
- is good with their hands at DIY or crafts;
- would rather show or build a model than explain, enjoys acting.
5. Visual-spatial intelligence
This is the ability to picture ideas, shapes and spaces in the mind, and to visualise them.
You can recognise it in a child who:
- explains with a drawing or a diagram;
- loves puzzles and the visual arts;
- has a good sense of direction and reads maps easily.
6. Interpersonal intelligence
Interpersonal, or social, intelligence makes it possible to act and react with others in a fair and appropriate way. These people understand others and pick up on their moods, intentions and emotions.
You can recognise it in a child who:
- is open to others and fits easily into a group;
- finds creative solutions to classmates’ problems;
- readily takes the lead.
7. Intrapersonal intelligence
Intrapersonal intelligence means knowing your own strengths and weaknesses well, forming an accurate picture of yourself and using it to move forward.
You can recognise it in a child who:
- knows their talents and limits;
- sets realistic goals and sees through what they start;
- resists impulsiveness and is hard to sway.
8. Naturalistic intelligence
This is the intelligence that makes us sensitive to living things and to the environment. It lets us observe, recognise, classify and organise everything to do with nature and matter.
You can recognise it in a child who:
- is fascinated by animals, plants, rocks or stars;
- notices details and anomalies in nature;
- enjoys observing, sorting and grouping things into categories.
What it means for your child at school
Gardner’s theory is a framework widely used by teachers. It remains debated among researchers, who have not managed to measure these 8 types separately. So it is best used to open up ideas, without putting a label on a child.
In practice, varying the ways of learning helps almost every pupil:
- drawing a diagram or a mind map to remember a lesson;
- reciting a grammar rule out loud, or to a rhythm;
- handling objects to understand fractions;
- explaining the material to someone else to check it has been understood.
A child with real abilities that school barely recognises can end up doubting themselves. Putting words to their strengths helps them regain confidence, then build on those strengths to tackle the subjects they find hard.
Supporting your child according to their profile
At My Sherpa, an educational adviser picks a coach for your child who starts from the way they learn. In private lessons, at home anywhere in Belgium or online, the coach builds on your child’s strengths to help them progress in the harder subjects. They can also help your child build a study method that suits them.
Intelligence is multiple and keeps growing: every child has their own talents, they just need nurturing.
