Few theories of intelligence have been as successful as Howard Gardner’s Theory of Multiple Intelligences . According to this author, human beings can develop several types of intelligence, eight in total, and each person stands out in one of them.

For Gardner, IQ would only measure a portion of human intelligence, what is known as academic intelligence.But… what about those people who excel in social skills, music or graphic design? Aren’t they intelligent individuals? Many people who have been successful in their work were not necessarily students who stood out for their grades.

  • You can read more about Howard Gardner’s theory in the article: “Gardner’s Theory of Multiple Intelligences”

Phrases on multiple intelligences

In the last few decades, many people have reflected on this theory. Below you can find a list with the best sentences about multiple intelligences .

1. The famous IQ tests are based on mathematical logical intelligence and, to a lesser extent, on linguistic intelligence

Howard Gardner’s concept of multiple intelligences arose in contrast to single intelligence, which measures only a part of human intelligence.

2. We do not teach how to pay attention, think, meta-cognition… it is not in the curriculum but it is fundamental to manage these processes in order to learn, without them learning is not possible

In school, for a long time only math or language skills were given attention, forgetting others such as creativity.

3. The design of my ideal school of the future is based on two hypotheses: the first is that not everyone has the same interests and abilities; we do not all learn in the same way. The second hypothesis may hurt: it is that nowadays no one can learn everything there is to learn

We all have our talents and are better at some things than others. That is why we cannot speak of a unitary intelligence, but of various types of intelligence.

4. Together with the evaluation specialists, the school of the future must have a student-curriculum manager. Their work would consist of helping to match the profiles of the students, their objectives and interests, with specific curricular contents and certain learning styles

An idea of what the school of the future could be, in which the person’s talents would be matched with the areas of study.

5. Creativity arises from work, it requires research, desire, motivation and all this requires times of action in freedom. The best ideas are not the first ones we come up with, they usually come out after discarding many other uninteresting and common ones

There are many known cases of successful people who have not necessarily excelled academically.

6. You have to give children time to come up with great ideas. The teacher should also have time to plan and to come up with great ideas

Not everyone loves math. However, some of these people may treasure great talents.

7. An individual-centred school should be rich in the assessment of individual abilities and trends. It would seek to associate individuals, not only with curricular areas, but also with particular ways of teaching those subjects

A phrase that criticizes the classic educational model, and promotes another model that is more individualized and focused on multiple intelligences.

8. The arrival of new technologies forces us to educate children in a different way. But also a new opportunity for new talents

New technologies open up a new labour market that benefits those who excel in digital skills.

9. Lack of motivation in school is closely related to a person’s intelligence

If a person excels in musical intelligence but has to spend all day doing mathematical exercises, he will not develop his talent and will not be as happy.

10. It is very important to evaluate intelligences, but standardized tests are not the solution

Tests that measure IQ do not represent an individual’s true potential.

11. In most countries of the world, schools are organized in uniform ways. The same subjects are taught and assessed in the same ways, to all students equally, because it seems fair to be able to treat all students as equals

Each person has a number of characteristics and excels in some talents. This is not compatible with the classical model of teaching.

12. Asking what they want to do and then doing it, that’s motivating

It is necessary to detect the person’s talents in order to get the most out of that individual and make him or her happy.

13. Creativity is not developed with coloring cards

There are people who are very creative and very useful, but if we don’t let them think they will be seen as mediocre.

14. Intelligence, what we consider intelligent actions, changes throughout history. Intelligence is not a substance in the head like oil in an oil tank. It is a collection of potentialities that are completed

Much of what we consider intelligent or not is influenced by society and culture.

15. It is fundamental to learn with the whole body, that is what learning is all about

It’s no use knowing a lot of language if we can’t communicate afterwards.

16. An intelligence is a biopsychological potential that should not be confused with a domain of knowledge, which is a socially constructed activity.

A sentence about intelligence that invites deep reflection.

17. The education taught in classrooms is committed to offering contents and procedures focused on evaluating linguistic intelligence and logical-mathematical intelligence

The classical teaching model has always gone in that direction; however, more and more attention is being paid to the model of multiple intelligences.

18. Academic intelligence (obtaining educational qualifications and merits; the academic record) is not the only factor that we must value in order to know a person’s intelligence

Academic intelligence is not the ultimate predictor of success .

19. The educational system has changed more in recent decades than in previous centuries

In recent years, the educational community is making great efforts to change the old paradigm of teaching.

20. It is observed in people who, despite obtaining excellent academic qualifications, have significant problems in relating to other people or in managing other facets of their lives

Academic intelligence represents only one part of a person’s intelligence, but to succeed in life, it is necessary to possess another set of skills .

21. The students think: to learn I have to take risks but I can’t, as soon as I take a risk and make a mistake you give me a negative

For a long time people who master some types of intelligence and not others have been rewarded more.

22. Creating is a habit, you have to practice a lot and give many opportunities, respect the differences so that creativity is developed

Creativity is very important in the knowledge society in which we live.

23. There are 8 intelligences, and each person stands out more in some than in others, none of the eight being more important or valuable than the others

Each intelligence fits a series of tasks. They are all useful, you just have to be able to develop them.

24. We can ignore the differences and assume that all our minds are the same. Or we can take advantage of these differences

A motivating and positive message that invites the development of multiple intelligences.

25. With traditional methods, the one who learns the most is the one who teaches, the master veneer is the one who knows the most. After each masterful talk, every day he knows more, his students are already something else

The most a student learns is when he or she puts into practice his or her full potential

26. What is not practiced, is not developed

As in the previous point, practice is what makes a master. But students must be allowed to develop their potential.

27 Encouraging talent, activity, autonomy, exploring, challenges, critical thinking, self-management, innovation… Many people think that this way they will be less prepared, they are wrong, with the traditional system we give them the easy task, they are mere recipients, they believe that cramming and doing hours of homework brings more, but it is totally false

Some people still think in an old-fashioned way. The education system of the future must be different from that of recent decades.

28. Some very talented children are looked down on by schools

Many schools only reward those who excel in a narrow range of skills , such as logic-mathematics and linguistics.

29. Learning by doing should not be a luxury, it is a child’s right. By sitting them at a table, we gain in discipline and lose in learning

For children to be able to practice what they are good at, schools need to make an effort to provide personalized treatment.

30. Perhaps the amalgamation of youth and maturity is an identifiable characteristic of creative scientific genius

Schools should be more flexible and encourage the creativity of students.

31. No fear of risk: avoid negatives, not red pens

Many children have learned that school does not reward their talents, so they become unmotivated.

32. Our limitations not only make possible the first vital learnings, but also allow for occasional creative breaks

When schools do not allow us to develop our talents, we can suffer the consequences.

33. Transcendent education: do something different, special, that I will never forget in life. That’s what works

We have to make sense of education, otherwise it doesn’t do much good.

34. The great challenge, for both teacher and student, is to find that balance between the degree of challenge of an activity and the degree of skill of the person doing it

Not all people are equally good at the same things, so teaching must be adapted to the student.

35. Intrapersonal intelligence and interpersonal intelligence form emotional intelligence

Emotional intelligence is key to people’s success and well-being.

36. The purpose of education is to make people want to do what they should do

A sentence that explains what the objective of education is, which should take into account individual talents .

37. In the future we will be able to individualize, to personalize education as much as we want

Many education experts have long advocated teaching that takes into account multiple intelligences.

38. A change in the educational paradigm is needed, to adapt it to multiple intelligences

A similar quote to the previous one, which calls for a change of paradigm in teaching.

39. Sternberg was told in 4th grade of Primary that he would have learning difficulties, in 1st grade of Psychology that it did not seem to be his thing. Today he directs the American Psychological Association

A clear example of what the educational system is like and how many times we overlook the true strengths of an individual.

40. Every human being has a unique combination of intelligence. This is the fundamental educational challenge

You have to know how to find the unique potential of each person.

41. They rely on the mistaken assumption that all people have the same kind of mind. But I think all people have a different kind of mind

A way of saying that each person excels in a different type of intelligence .

42. Every day the students come more unmotivated, say the teachers, without knowing that they are in charge of motivating them

When you don’t do what you like, you’re hardly going to find motivation for what you do.

43. Those who best master this ability to communicate have superior linguistic intelligence. Professions in which this type of intelligence stands out could be politicians, writers, poets, journalists…

A quote that refers to linguistic intelligence and how it can be applied in the field of work.

For children to be able to practice what they are good at, schools need to make an effort to provide personalized treatment.

30.
Perhaps the amalgamation of youth and maturity is an identifiable characteristic of creative scientific genius

Schools should be more flexible and encourage the creativity of students.

31. No fear of risk: avoid negatives, not red pens

Many children have learned that school does not reward their talents, so they become unmotivated.

32. Our limitations not only make possible the first vital learnings, but also allow for occasional creative breaks

When schools do not allow us to develop our talents, we can suffer the consequences.

33. Transcendent education: do something different, special, that I will never forget in life.
That’s what works

We have to make sense of education, otherwise it doesn’t do much good.

34.
The great challenge, for both teacher and student, is to find that balance between the degree of challenge of an activity and the degree of skill of the person doing it

Not all people are equally good at the same things, so teaching must be adapted to the student.

35.
Intrapersonal intelligence and interpersonal intelligence form emotional intelligence

Emotional intelligence is key to people’s success and well-being.