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I
began to work simultaneously with children – normal kids, gifted kids, kids
with learning problems, and with brain-damaged adults – people who were once
fine but who’d had a stroke or a tumour, missile accident. And the more I spent working with these two
populations – it was important that I was seeing kids every day and
brain-damaged patients every day - the more I became convinced that, kind of at
a gut level, that it was much too simple to say ‘smart, average, dumb’ – that
people could be very good in one thing, average in a second thing and not very
good in a third. That’s an intuition
that I’m sure has been had by millions of people over the years.
Um,
I think I then did two things which were important academically: number one I set up a series of criteria to
essentially define what the human faculties were, and then I decided – and I don’t ever remember how it happened -
that it was important to call these ‘intelligences’. If I’d written a book called ‘Seven or Eight
or Nine Talents’ and said people could have different kinds of talents, then
everybody would say ‘What else is new?’
‘Cos, we know, there are musicians, there are athletes, there are chess
players and so on. And it was the notion
of saying there are eight or nine faculties.
What we usually call ‘smart’ is a conjunction of language and logic, but
it doesn’t say anything about spatial ability, about musical ability, about the
capacity to solve problems using your hands or your body, about understanding
other people, understanding yourself, to be able to make distinctions in the
natural world... Those are different
faculties. And I think what sealed the
deal in 1980 was we could find some neurological evidence that the language
abilities came from one part of the brain and the musical abilities from a
second, and so on. So, in the early ‘80s
I promulgated the theory of multiple intelligences, often called ‘MI
Theory’. You’re kind to say it’s
universally adopted. I would say, it’s
universally fretted about...
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