Probably all of us have grown up in an educational system that places much importance to academics. Good students, we were made to believe, are the ones who perform excellently in Math and the Sciences, or in language and history. While this has rewarded truly deserving individuals who eventually excelled in their chosen fields, this system marginalises others who while not as good as these ace students but are actually good in other areas.
Howard Gardner of Harvard (1991) developed a theory popularly known as Multiple Intelligences whereby individuals are not confined by theoretical knowledge for them to be classified as intelligent. He specifies eight (8) types of intelligences which he appeals for our recognition: linguistic, logical-mathematical, spatial, bodily-kinaesthetic, musical, interpersonal, intrapersonal and natural. Much emphasis has been placed on the first two intelligences, namely linguistic and logical-mathematical. Gardner argues that this system of recognition disregards other intelligences which are also beneficial in an individual’s societal relations.
The implications can be damaging for some individuals. For instance, a family where one child is an honour student and the other is an athlete may find recognition being given to the academically inclined compared to the other. In class, the loud, talkative ones who are good in intrapersonal relationships can be rashly judged as bad students. For students who struggle in academics but good in other areas such as music or art may find school a torture chamber. These things are unavoidable unless we change our educational system.
The current educational system, while appearing to be balanced, is still biased on language and logical-mathematic intelligence. The reform, therefore, should begin by re-evaluating these standards. The government should create more avenues for creativity and sports in schools and create centres where such intelligences are treated as a school’s specialisation. A positive point is how the government allots budget on the High School for the Arts in Tagaytay, but more centres such as this should be put up across the country. Sports should also be given more priority and treated with equal dignity as other academic subjects.
In terms of rewarding students, the schools should place equal weight on the different intelligences to encourage students to be more well-rounded. Teachers should also be oriented to the theory of multiple intelligences and stop judging children who are not good in academics but excel in other areas. There’s a huge work that needs to be done, but the groundwork should be undertaken by the government. The Philippine educational system requires an overhaul to fully discover and nurture the different gifts of children.
Families also have a part in nurturing the gifts of children. At an early age, a child should be given the opportunity to explore their interests and discover areas where they can excel. Parents should not discourage children from aiming what they believe is their passion. They should be the first persons to discover and appreciate their special gifts. They should never discourage them from what they do best but instead provide avenues for them to grow and achieve their full potential.
It is not too late to have a country where each individual appreciates his/her own personal intelligence. If only every Filipino appreciates his/her gift, we will have more people who excel in their fields and are achieving things for our country.
Most of the time, change begins within, and a change in perspective and in how one looks at oneself can bring wonders to the world in general. A revamp on our educational system and support from families on multiple intelligences will catalyse the change that our country needs.
Reference:
Howard Gardner: Multiple Intelligences
By: Bryan B. Buenaventura | T-I | Cabcaben Elementary School
