THE MOST POPULARLY understood cognitive faculty is that of logical-mathematical intelligence. This intelligence is our ability to mentally process logical problems and equations, the type most often found on multiple choice standardized tests. Logical-mathematical intelligence often does not require verbal articulation, for we can churn a complex problem in our head, only to articulate it out loud once the problem has been solved (The "Aha!" phenomenon, as Gardner puts it). Additionally, individuals who have high logical-mathematical abilities are able to process logical questions at an unusually rapid rate.
Before the advent of MI theory, logical-mathematical intelligence was considered the archetypal intelligence, the "raw intellect" on which Western culture has placed a high premium. Though MI theory agrees that logical-mathematical intelligence is indeed a key section of the intellect, it is by no means the only section that must be both explored and cultivated.
What is the the traditional view of intelligence?
How has this view impacted schools historically?
How would MI affect the implementation of traditional education?
Tell me more about Howard Gardner.
Tell me more about Harvard Project Zero.
I'd like to examine other reform styles.