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Multiple Intelligences

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Ntsako Baloyi
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23 views2 pages

Multiple Intelligences

Uploaded by

Ntsako Baloyi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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LEARNER GUIDE - MULTIPLE

INTELLIGENCES
A. Introduction to Multiple Intelligences

The theory of multiple intelligences (MI), developed by psychologist Howard Gardner in the late 1970s
and early 1980s, posits that individuals possess relatively autonomous intelligences. Individuals draw on
these intelligences, individually and corporately, to create products and solve problems that are relevant
to the societies in which they live (Davis 2017).
In conceiving of intelligence as multiple rather than unitary in nature, the theory of multiple intelligences
hereafter MI theory represents a departure from traditional conceptions of intelligence first formulated in
the early 20th century, measured today by IQ tests, and studied in great detail by Piaget (1950, 1952)
and other cognitively oriented psychologists. Within academic psychology, Spearman’s theory of general
intelligence (or g) remains the predominant conception of intelligence (Davis, Seider & Christodoulou,
and 2017:486).
MI theory, in contrast, asserts that individuals who demonstrate a particular aptitude in one intelligence
will not necessarily demonstrate a comparable aptitude in another intelligence. For example, an individual
may possess a profile of intelligences that is high in spatial intelligence but moderate or low in
interpersonal intelligence or vice versa. This conception of intelligence as multiple rather than singular
forms the primary distinction between MI theory and the conception of intelligence that dominates
Western psychological theory and much of common discourse.
Further on the discourse on emotions and social relationships are at the centre of all human behaviour.
Training in particular requires the careful handling of learners and facilitators’ own emotions as well as
the sensitive promotion of positive social relationships between the facilitator and learners and among
learners. These emotional and social competences are key components of effective training management
and facilitator competences.

B. Purpose

This Module deals with emotional, spiritual intelligence, social and Cultural intelligence and is designed
to empower learners to implement a strategy for personal development across all categories of
intelligences. It will equip learners with knowledge and skills that will help them to manage the demands
of daily living and to be emotionally literate and have emotional, social and cultural insight.
At the end of the training session a learner will be able to:
a) demonstrate knowledge and insight into the role of emotions in behaviour;
b) demonstrate skills and techniques for responding to situations in an emotionally and/or spiritually
intelligent manner;
c) demonstrate knowledge and insight on the role social intelligence in interacting with people
across all levels; and
d) apply knowledge of cultural intelligence to own life situations.

C. The module is divided into the following Learning Units:

a) Emotional and spiritual intelligences;


b) Social Intelligence; and
c) Cultural intelligence.

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