3. Multiple Intelligence
Howard Gardner is the
creator/founder of multiple
intelligence. He stated that
multiple intelligence comes from
out of psychology. This theory
was developed to document that
human beings have different
intellectual strengths, they learn,
and how the things are
represented in their minds, to
show their understand (Knowles,
Holton, & Swanson, 2011).
Gardner suggests that there is a
possibility that a person might
show high intelligence in one
type and not in the other types or
not as high in the others.
4. Naturalist- People who enjoy
identifying/classifying and advocating
for plants, minerals, animals, etc. They
are your Botanists and
Paleontologists.
Interpersonal- People who
understands and have no problem
relating to others. They are ready to
help out others in need. They work
well with others.
Linguistic- People who have great
ability in reading writing, and playing
with words. They are excellent at crafts
and love riddles, word puzzles, etc.
Intrapersonal- People who are very in
touch with themselves (behavioral,
emotional, feelings, etc.). They are
able to closely examine themselves.
They work well by themselves .
Logical Mathematical- People that
have great ability/skill/talent in
manipulating patterns and numbers.
They approach complicated math
problems with confidence and ease
solving them correctly.
Spatial- People that have the ability to
mentally visualize images and making
the images tangible for others to see,
feel, and understand.
Musical- People that have great
abilities to read and understand notes.
They can sing, play musical
instruments, write music, create
beats, rhyme, etc.
Bodily Kinesthetic- People who are
excellent with their hands. They can
put together beautiful mind blowing
projects, presentations. They are
excellent sport players, surgeons, etc.
because they are in control of their
body movements.
5. How Does Multiple Intelligence Relate/Connect
with Adult Development & Learning
With adult learners entering classes to learn and or experience training, this
could cause them to experience apprehension. This is because of the
negative memories/experiences of failures and or struggles in traditional
schooling. Therefore, many adults relate and see learning as their
weakness or failure to succeed.
6. How Does
Multiple Intelligence Relate/Connect with
Adult Development & Learning
Does…
Preventing…
Realizes that no one adult learner think,
learn, and understand things alike
LESS MURMURING
Gives adult learners the advantage to thrive
in class, training, on the job
Help adult learners to use their strengths
which will boost their confidence level, selfesteem, interest, etc.
Cause MORE participation and …
If the adult educator construct his or her lessons/lectures and training around the
adults’ type of intelligence, adults will have a better chance in developing and their
learning experience and memories will be a positive.
7. Practical Intelligence
Ability to grasp everyday tasks (Sternberg’s Triarchic Theory of Intelligence, 2014)
Ability to understand everyday tasks (Sternberg’s Triarchic Theory of
Intelligence, 2014)
Ability to deal with everyday tasks (Sternberg’s Triarchic Theory of Intelligence, 2014)
Utilization of your knowledge to handle any situations you may
be exposed to in your day to day life.
8. Practical Intelligence - Impacts
Cultural Impact in Kenya Study on Children
A study of children in Kenya showed they generally drop out of school before graduation, and most of
their families views don’t value formal Western school(Sternberg, 2002). The families focus is educating
their children on ways to adapt to the environments they will live and work in(Sternberg, 2002). “Children
who spend their time learning the indigenous practical knowledge of the community generally do not
invest themselves heavily in doing well in school, whereas children who do well in school generally do not
invest themselves as heavily in learning the indigenous knowledge-hence the negative
correlations.”(Sternberg, 2002)
This example reflected that practical intelligence is different amongst the cultures, what we may value in
practical intelligence may not be valued the same way in different cultures. The United States values
education and improving ourselves to move up further in the career ladder, where in the example of
Kenya their value of practical intelligence is learning the environment they will be working and residing in
and how to survive it and make a living to feed their families.
9. Emotional Intelligence
"Emotional intelligence is the ability to perceive emotions, to
access and generate emotions so as to assist thought, to
understand emotions and emotional knowledge, and to
reflectively regulate emotions so as to promote emotional and
intellectual growth.“
– Myer & Salovey, 1997
10. Emotional Intelligence – Five Domains
Knowing One’
Emotions
Managing
One’s
Emotions
Motivating
Oneself
Recognizing
Emotions in
Others
Handling
Relationships
• Self awareness knowing your feelings and using them as a
guide
• Keeping your composure under stress
• Staying focus even when set back arise
• Empathy the ability to understand others emotions
• Social skills how well one could deal with conflict, manage
relationships, and build networks
11. Emotional Intelligence - Impacts
Culture plays a major role in shaping emotional intelligences as it makes humans
functional entities in society
Culture is the manifestation of behavior of a group of people who share common values,
beliefs, and ideas; it is learned through the process of socialization; it develops over
time; and it is manifested through different layers ranging from superficial to deeper and
less tangible layers. Sengupta, Mousumi & Sengupta, Nilanjan.2007
Culture determines the socially learned displayed rules of emotion behaviors, therefore
the impact of different cultural context cannot be ignored while examining the construct
of emotional intelligence. (Ekman & Oster, 1979)
12. Reference
Hokagevigo. (Year). Carter Burtwell- Bella's lullaby extended [Video file]. Retrieved
YouTube website: http://www.youtube.com/watch?v=a1FMDOWJF58
from
Sternberg, R.J. (2002).
Culturalexplorationsofhumanintelligencearoundtheworld.InW.J.Lonner,D.L.Dinnel,S.A.Hayes,&D.N.
Suttler(Eds),OnlineReadingsinPsychologyandCulture (Unit5,Chapter1),CenterforCrossCulturalResearchWesternWashingtonUniversity,Bellingham,Washington.USA.
Capotosto, L. (2005). How to appeal to the multiple intelligences of your adult
learner. Retrieved from http://voices.yahoo.com/how-appeal-multiple- intelligences-your8826.html
Sarmiento, J. (2013, September 27). Howard Gardner theory of multiple intelligences
video
[Video file]. Retrieved from YouTube website: http://www.youtube.com/watch?v=bBE0Hwfpz2o
13. Reference
Sternberg’sTriarchicTheoryofIntelligence.(2014). Retrieved January, 19, 2014, from
http://wilderdom.com/personality/L2-2SternbergTriarchicTheory.htm
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A
comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.
Mayer, J. D. & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter
(Eds). Emotional Development and Emotional Intelligence: Implications for Educators (pp. 331). New York: Basic Books.
Sengupta, Mousumi & Sengupta, Nilanjan. (2007). Emotional intelligence, New Delhi:
Excel Books. [ISBN 81-7446-543-X]
Ekman, P. & Oster, H. Facial Expressions On Emotion. Annual Review of Psychology. 1979,
30, 527-554. Vol. 30: 527-554 (Volume publication date February 1979) DOI:
10.1146/annurev.ps.30.020179.002523
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011). The adult learner/The definitive
classic in adult education and human resource development
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