Howard Gardner's Theory of Multiple Intelligences (1983)

Howard Gardner's Theory of Multiple Intelligences, introduced in 1983, challenges the conventional view of intelligence as a singular capacity. Instead, Gardner proposes that humans have multiple, distinct forms of intelligence, each corresponding to different capacities or skills. The core intelligences he identifies are:

1. Linguistic Intelligence: The ability to use words effectively, both in speaking and writing.
2. Logical-Mathematical Intelligence: The capacity for deductive reasoning and problem solving.
3. Spatial Intelligence: The ability to think and visualize in three dimensions.
4. Bodily-Kinesthetic Intelligence: The potential to use one’s whole body or parts of the body to solve problems or create products.
5. Musical Intelligence: The capacity to discern pitch, rhythm, timbre, and tone.
6. Interpersonal Intelligence: The ability to understand and interact effectively with others.
7. Intrapersonal Intelligence: The capacity to understand oneself, one's emotions, goals, and motivations.
8. Naturalistic Intelligence: The ability to recognize and classify the numerous species—the flora and fauna—of an individual’s environment.

Later, he also explored the possibilities of Existential Intelligence (reflecting on questions about existence) and Pedagogical Intelligence (understanding how individuals learn).

Gardner's theory posits that traditional IQ tests and school grading primarily measure linguistic and logical-mathematical intelligences, often sidelining other forms of intelligence. By recognizing and appreciating the diversity of human capabilities, his theory promotes a broader and more holistic approach to understanding intelligence.


Gardner's Theory of Multiple Intelligences underscores the idea that individuals have varied strengths and ways of processing information. In a coaching context, understanding these diverse intelligences enables coaches to tailor their methods to individual needs, ensuring more effective learning and personal development. By incorporating this theory into a coaching curriculum, coaches can better appreciate and harness the unique potentials of each individual, fostering a more inclusive and adaptive coaching environment.

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