Linguistic intelligence. The ability to use words effectively, either orally (eg, storyteller, orator, or politician) or written (eg, writer, playwright, editor, journalist). This intelligence includes the ability to manipulate grammar or the structure of language, phonology or sounds of language, semantics or meaning of the language, pragmatic dimension of language or practical use. The use of this language include rhetoric (the use of language to influence others to do certain actions), mnemonic / memorization (using language to remember information), explanation (use of language to inform), and metalanguage (using language to discuss language itself) .
Mathematical Intelligence - Logis. The ability to use numbers well (for example, a mathematician, tax accountant, a statistician) and doing the right reason (for example, as a scientist, computer programmer, or logician). This intelligence includes sensitivity to logical patterns and relationships, statements and propositions (if-then, cause and effect), logical functions and other abstraction abstraction. The process used in the logical-mathematical intelligence include: categorization, classification, deduction, generalization, calculation, and hypothesis testing.
Spatial intelligence. ability to perceive the visual-spatial world accurately (eg, as hunters, scouts, guides) and transform the perception of spatial-visual world (eg, interior decorator, architect, artist, or inventor). This intelligence includes sensitivity to color, line, shape, space, and the relationship antar unsur. This intelligence includes the ability to imagine, to present ideas visually or spatially, and orient themselves properly in the spatial matrix.
Kinestetis-Physical Intelligence. Expertise to use your whole body to express ideas and feelings (eg, as an actor, mime players, athletes, and dancers) and the skill to use his hands to create or change something (for example, as a craftsman, sculptor, mechanic, doctor's surgery). This intelligence includes the ability of specific physical abilities, such as coordination, balance, skill, strength, flexibility, and speed as well as ability receive stimulation (proprioceptive) and issues related to touch (tactile & haptic).
Musical Intelligence. The ability to handle musical forms, by way of perceiving (eg, as lovers of music), differentiate (for example, as a music critic), composing (eg, as a composer), and express (eg, as a singer). This intelligence includes sensitivity to rhythm, pitch or melody, and color tone or color the sound of a song. People can have a musical understanding of figural or "top-down" (global, intuitive), a formal understanding, or "bottom-up" (analytical-technical), or both.
Interpersonal intelligence. Perceiving and discriminating ability moods, intentions, motivations, and feelings of others. This intelligence includes sensitivity to facial expressions, voice, gesture; the ability to distinguish various kinds of interpersonal signs; and the ability to respond effectively to these alerts with specific pragmatic actions (eg, affecting a group of people to perform certain actions).
Intrapersonal intelligence. The ability to understand themselves and act on that understanding. This intelligence includes the ability to understand the accurate self (strengths and limitations); awareness of moods, intentions, motivations, temperament, and desire, and ability to discipline themselves, to understand and appreciate themselves.
Naturalist intelligence. Expertise to recognize and to categorize the species, flora and fauna, in the neighborhood. This intelligence includes sensitivity to other natural fonomena (eg, formation of clouds and mountains mountains) and for those who grew up in urban areas, the ability to distinguish between inanimate objects, like cars, sneakers, CDs and cassette cover.
That's eight basic intelligences proposed by Gardner. May be used as a reference for developing potential.
"All children are gifted children. Each each child born into the world with a unique potential, which if nurtured properly, can contribute to sumbagangan for a better world. The biggest challenge for parents and teachers is to remove the large stone blocking their way to find, develop, and celebrate the grace that they have it. "(Thomas Armsrong, Ph.D)
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Howard Gardner is Hobbs Professor in Cognition and Education and director of one of Project Zero at Harvard Graduate School of Education, and adjunct professor of neurology at Boston University School of Medicine. He is the author of Frames of Mind: The Theory of Multiple Intelligences (Basic Books, 1983/1993), Multiple Intelligences: The Theory in PracticeIntelligence Reframed: Multiple Intelligences for the 21st Century ( `Basic Books, 1993), and (Basic Books, 1993 ).
Armsrong Thomas, Ph.D., is an author and speaker who has won numerous awards. He is an educator who has had teaching experience of more than 28 years, since the basic education level to doctorate level. As a writer, he produced many books in the field of learning and human resource development which has sold more than one million copies and translated into many languages. This book is the famous book Multiple Intelligences in the Classroom, In Their Own Way, Awakening Your Child's Natural Genius, 7 Kinds of Smart, and Awakening Genius in the Classroom.
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