Teaching and Learning through Multiple Intelligences.

Campbell, L., Campbell, B., & Dickinson, D. (1999). Teaching and Learning through Multiple Intelligences. (2nd ed.). Boston: Allyn & Bacon. (362 pp., $32.00 paper, ISBN: 0205293484)

In any written endeavor it is necessary for the reader to determine the point of view of the author and in doing so to ascertain the particular truths she or he holds self evident. When a paradigm is encountered that is different from the one from which the reader operates, that must be taken into account and the work must be judged on the basis of the assumptions and philosophies from which it flowed. Some recent criticisms of Howard Gardner's Theory of Multiple Intelligences (MI) by writers in the field of gifted education have bludgeoned the tenets of the theory because it does not allow for the exclusive use of the term gifted to mean those who have high IQ scores. An understanding of the nature of paradigms and a realization that the words gift and talent are not the sole property of our domain will open the door for dialogue and understanding if not consensus. Having gotten that off my chest, I turn to the review at hand.

The authors are clear regarding their positions on talent and giftedness:

   "... a mission for education is to develop the full range of human
   capacities, to identify the gifts that our students possess and then
   develop those gifts through education. All children and adults deserve
   opportunities to explore their strengths, pursue their interests, and
   become gifted in their own right." (p.349)

Although this statement appears on the second to the last page in the book, this philosophy is evident throughout the book. The authors did not intend to just list a multitude of activities to do with students. "This book is about how to create open systems of education to make it possible for the human mind ... to flourish." (p.xvii). The scope of this book is much more broad than the title indicates. It promotes not just aspects of teaching and learning, but guides the reader through the process of school system change as well as the potential for personal change for teachers and students.

Offering a brief introduction to the Theory of Multiple Intelligences, the authors make it clear that their primary goal is not to provide a theoretical primer on the topic. Rather, they offer a pragmatic approach to the eight intelligences by including chapters on each intelligence, which follow the same format. Each of the eight chapters begins with a short biographical sketch of an individual who embodies that particular intelligence. A definition of the intelligence is followed by suggestions to enhance the learning environment through the intelligence and numerous strategies to engage while teaching through the particular intelligence. These chapters are comprehensive guides to each of the intelligences drawing upon the learning principles of the professional organizations of the subject when appropriate. Using this holistic format enables the authors to demonstrate their vision to transform educational systems. Considering these chapters together makes it clear that this book is about more than merely finding a clever way to teach the states and capitols through a rap.

It is the last three chapters that put the first eight into perspective. Chapter Nine, Curriculum Development through the Multiple Intelligences, leads the reader through many different ways that teaching with, through and to Multiple Intelligences may occur. This chapter promotes interdisciplinary unit planning; though do not seem to take into account the different learning needs of children. The examples listed could have easily addressed the learning needs of advanced students by offering learning activities on the same concepts at basic, average and advanced levels. Without this feature, high ability, high potential students would be doing appropriate activities (e.g., open ended, hands on, multi-modal), but at an inappropriate level. While this situation is preferable to the common case of high ability students being assigned to work with content which they have already mastered and tasks which involve rote memorization and work at the basic recall level, how much more learning would occur if the content presented was new and challenging material. This is an issue for the gifted education specialist to address as it falls outside the parameter of the paradigm from which the authors are operating.

The authors make it clear that they are not promoting one particular approach to the implementation of MI, realizing that each school and school system is unique and any efforts for change must reflect the particular makeup of the students, the teachers, the school, and the community. This approach is a magnification of their philosophy regarding children: each child has a unique profile regarding their intelligence strengths and must be considered individually.

Chapter Ten on assessment includes dozens of ideas for alternative assessments, which compliment the focus on MI It is not business as usual when the teacher and school are focusing on the development of human capabilities, the identification of intelligence strengths and opportunities to pursue interests. The authors recognize that many schools are not in a position to make the switch to exclusively using alternative forms of assessment, as standardized testing is part and parcel of American education today. Rather they promote the use c,f multidimensional assessments, which will enhance educator's perceptions of students with the data collected by standardized tests. One piece that is missing is using pre-assessment data to assist teachers in placing students appropriately for instruction.

The book concludes with a chapter entitled "Lessons Learned". In it the authors have informally reported on the experiences of a number teachers who have implemented MI in their schools. Organized around five broad issues the chapter includes sections on how students are perceive, how teacher teach, how curriculum is organized, how teachers assess, and how educators develop personally and professionally when working with MI. These sections provide insight into the many ways that MI has been implemented and is potentially valuable for schools and teachers interested in utilizing this theory.

While not directed at teachers working with students who are labeled gifted and talented, this book has much to offer for those teachers. The hundreds of teaching strategies, the emphasis on helping students develop their interests and strength areas and the holistic way in which MI theory is presented as an axial component of school reform provide resources for the gifted education specialist.

Reviewed by Stuart N. Omdal, an Assistant Professor of Special Education at the University of Northern Colorado.