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This digest discusses the origins of Gardner's Theory of Multiple Intelligences, his definition of intelligence, the incorporation of the Theory of Multiple Intelligences into the classroom, and its role in alternative assessment practices.

Seven Intelligences Gardner defines intelligence as "the capacity to solve problems or to fashion products that are valued in one or more cultural setting" (Gardner & Hatch, 1989).

Basis for Intelligence Gardner argues that there is both a biological and cultural basis for the multiple intelligences.

Neurobiological research indicates that learning is an outcome of the modifications in the synaptic connections between cells.

For example, when teaching about the revolutionary war, a teacher can show students battle maps, play revolutionary war songs, organize a role play of the signing of the Declaration of Independence, and have the students read a novel about life during that period.

This kind of presentation not only excites students about learning, but it also allows a teacher to reinforce the same material in a variety of ways. ED 382 374) (highly recommended) Lazear, David (1992). Fastback 342 Bloomington, IN: Phi Delta Kappan Educational Foundation.

The Personal Intelligences-- includes interpersonal intelligence -- the ability to understand and discern the feelings and intentions of others-- and intrapersonal intelligence --the ability to understand one's own feelings and motivations.

These two intelligences are separate from each other.

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Spatial Intelligence-- gives one the ability to manipulate and create mental images in order to solve problems. Brualdi ERIC/AE Arguing that "reason, intelligence, logic, knowledge are not synomous. .", Howard Gardner (1983) proposed a new view of intelligence that is rapidly being incorporated in school curricula.

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