Undergraduate
At Cornerstone University, you’ll get the full college experience with a Christ-centered worldview. Learn more about the undergraduate experience below.
At Cornerstone University, you’ll get the full college experience with a Christ-centered worldview. Learn more about the undergraduate experience below.
Persevere in what you know you’re capable of. Our programs for adults provide a creative approach to learning anchored in Christ-centered virtues as you follow your unwavering purpose.
Go further as an influencer in your work and community. Our graduate programs prepare you to open new doors as you reach your God-given potential.
At Grand Rapids Theological Seminary, we're dedicated to learning, serving and leading through rigorous scholarship and a humble approach to Scripture.
Over the past few decades, research in the field of learning has led to the discovery of the Theory of Multiple Intelligences. In short, this theory states that each person has different ways of learning and different intelligences they use in their daily lives.
While some can learn very well in a linguistically-based environment (reading and writing), others are better taught through mathematical-logic based learning. Still others benefit most from body-kinesthetic intelligence (learning by doing with the hands).
Each person possesses each intelligence to an extent, but there is always a primary, or more dominant, intelligence.
The work on multiple intelligences began in the early 1980s with Howard Gardner, and the research continues.
Howard Gardner of Harvard University originally identified seven distinct intelligences. According to Gardner, this theory, which emerged from cognitive research, “documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways.”
In greater detail, the theory proposes that “we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals and an understanding of ourselves. Where individuals differ is in the strength of these intelligences and the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems and progress in various domains.” Hani Morgan (2014) supports Gardner’s theory. Morgan’s research indicated that differentiated instruction benefits all students, but must be presented by well-prepared, experienced and knowledgeable teachers.
This diversity, according to Gardner, should impact the way people are educated. He stated that these differences “challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning.” Joan Hanifin, an Irish researcher, determined in a 2014 publication that the outdated system of education in Ireland was adversely affecting students in the long-term. By not embracing multiple methods of teaching based on different intelligences, students often left school feeling “under-valued.”
Gardner goes on to say that, “Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well.”
Gardner argues that “a contrasting set of assumptions is more likely to be educationally effective. Students learn in ways that are identifiably distinctive. The broad spectrum of students—and perhaps the society as a whole—would be better served if disciplines could be presented in a number of ways and learning could be assessed through a variety of means.” In 2010, Bas and Beyhan presented findings based on their study of using Multiple Intelligences theory in learning English. They determined that MI-based learning is more effective in terms of student achievement levels and their attitudes toward learning. Their research supports Gardner’s assertion that MI-based learning will serve students well.
Gardner claims that all human beings have multiple intelligences. These multiple intelligences can be nurtured and strengthened or ignored and weakened. His research from 1991 identified seven intelligences; in the intervening time, he has come to believe there are a total of nine intelligences:
While all people possess some level of each intelligence, most will experience more dominant intelligences that impact the way they learn and interact with the world around them.
Some may find it an impossible task to teach to all learning styles. However, teachers are using multimedia, so it is becoming easier. As teachers begin to understand learning styles more effectively, it is clear why multimedia is good for all learners and why a variety of media is more effective. Multimedia inherently speaks to the different types of learning preferences that one person has and has the potential to impart knowledge to a diverse class or group.
There are specific modes of multimedia and instruction techniques, which include the following:
Educators have positively responded to Gardner’s theory. It has been embraced by a range of educational theorists and, significantly, applied by teachers and policymakers to the problems of schooling.
Many schools in North America have sought to structure curricula according to the intelligences and to design classrooms—even whole schools—to reflect the understandings that Howard Gardner develops.
All intelligences are needed to live life well. Teachers, therefore, need to attend to all intelligences, not just the first two of verbal-linguistic or mathematical-logical intelligences, which have historically taken precedence.
One of the most significant results of the theory of multiple intelligences is how it has provided eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning:
You don’t have to teach or learn something in all eight ways. However, simply knowing the possibilities available can enable you to decide which particular pathways interest you the most or seem to be the most effective teaching or learning tools.
The theory of multiple intelligences is so intriguing because it expands our horizon of available teaching and learning tools beyond the conventional linguistic and logical methods used in most schools (e.g. lecture, textbooks, writing assignments, formulas, etc.).
Having an understanding of different teaching approaches from which we all can learn, as well as a toolbox with a variety of ways to present content to students, is valuable for increasing the accessibility of learning experiences for all students.
We want to continue to develop this toolbox, so it is especially important to gather ongoing information about student strengths and challenges, as well as their developing interests and dislikes. Providing different learning contexts for students and engaging a variety of their senses is supported by current research. Studies done by Hamari et al (2016) suggest that engaging in learning games has a positive effect on learning: “. . . educational video games may be an effective means of posing learning challenges that are perceived as interesting and enjoyable, resulting in engagement and immersion in the game-based learning task.”
As our insatiable curiosity about the learning process persists and studies continue to evolve, additional scientific research may emerge that further elaborates on multiple intelligences and learning styles.
When educators are given the freedom to move away from the traditional, visually-based methods of teaching, they will have the opportunity to reach more students, more effectively. By teaching to the dominant learning intelligences, teachers will find students to be more productive, more receptive and more willing to engage in the learning process.
As so many educators have already embraced this theory, it is time for educational administrators to take notice of new techniques that can be successful based on the research of Howard Gardner and the other researchers who have followed.
Understanding and adapting your teaching style to your students can help everyone succeed. Our Master of Arts in Education degree program incorporates courses where you can identify and build upon such multiple intelligences.
Eve Wixtrom (B.S.’12, M.B.A.’20) serves as a Student Financial Services specialist for Cornerstone University’s Professional & Graduate Studies division. In her work, she equips students with financial aid and payment options as they pursue their educational journey. Previously, she served as the senior operator for campus safety at Cornerstone.
Eve earned her bachelor’s degrees in psychology and family studies from Cornerstone. She also earned a master’s in social work and a master’s in public administration from Grand Valley State University.
At Cornerstone University, you’ll get the full college experience with a Christ-centered worldview. Learn more about the undergraduate experience below.
Persevere in what you know you’re capable of. Our programs for adults provide a creative approach to learning anchored in Christ-centered virtues as you follow your unwavering purpose.
Go further as an influencer in your work and community. Our graduate programs prepare you to open new doors as you reach your God-given potential.
At Grand Rapids Theological Seminary, we’re dedicated to learning, serving and leading through rigorous scholarship and a humble approach to Scripture.