For most of the 20th century, teachers have believed in something called an "intelligence quotient" or IQ. IQ tests were originally designed to see who was qualified to enter the military. Later they were used to see which students in school did not fit in the normal category. They were used to determine which children were in need of special help—whether they were on the smart or slow end of the IQ scale.

Then in the 1980s, Howard Gardner of Harvard University really began to question IQ testing. The IQ tests given in schools measured only a few areas such as mathematical or verbal reasoning. If a child was fortunate enough to be good at math or language, he or she would do well on the IQ test. However, if the child had strengths in other areas but not so much in math or language, he or she might not do well on an IQ test. Howard said that we have been asking the wrong question about children for many years. We have been asking, "How smart is this child?" when we should have been asking, "How is this child smart?" Dr. Gardner originally identified seven different types of intelligence. Later, in the 1990s, he developed ideas on an eighth intelligence. The eight intelligences according to Gardner include: (1) mathematical logical, (2) linguistic, (3) musical, (4) visual/spatial, (5) bodily kinesthetic, (6) interpersonal, (7) intrapersonal, and (8) naturalist. (For more information see Howard Gardner, Frames of Mind: The Theory of Multiple Intelligences [New York: Basic Books, 1983] and K. Checkley, "The First Seven . . . and the Eighth: A Conversation with Howard Gardner," Educational Leadership, September 1997.)

This is a different view of intelligence from the IQ view. The IQ view assumes that children are born with a certain amount of intelligence. If we looked at a glass of water as a metaphor for the child’s intelligence, we could say that some children received almost a full glass while others might have a glass three-fourths full. With this in mind, it was thought that if a child was in a car accident and had a severe brain injury then that child might have only one-half glass and that all areas of intelligence would be influenced. This is simply not true. According to Gardner’s work with injured soldiers and stroke victims in a Boston hospital, different people had different problems depending upon the area of the brain that was affected.

Mathematical logical intelligence. Some children are good at math and reasoning. Math or science may be the favorite subject in school for children with this type of intelligence. They are good at computing, experimenting, searching for patterns, and are drawn to the rational.

Linguistic intelligence. Storytelling, reading, writing, and games like Scrabble® are often favorite activities of those who excel in linguistic intelligence. English and social studies are sometimes their favorite subjects.

Musical intelligence. Children who are great at singing or playing a musical instrument have this type of intelligence. They may also have the ability to compose music and take an interest in music during their spare time.

Visual/spatial intelligence. Jigsaw puzzles, drawing, geometry, and photography are examples of things that fascinate someone with visual/spatial intelligence. These children have potential for becoming great illustrators, architects, interior decorators, or computer graphics designers.

Bodily kinesthetic intelligence. The ability to move their bodies is a major characteristic of children with bodily kinesthetic intelligence. Great athletes, dancers, gymnasts, and acrobats are examples.

Interpersonal. Many children have great leadership potential. They are natural leaders and have the ability to capture others’ attention. They are good at captivating an audience and are often popular.

Intrapersonal intelligence. Children who have intrapersonal intelligence know themselves. They know their own strengths and weaknesses and often make good counselors when they grow up because they help others develop this intelligence in themselves.

Naturalist. The latest type of intelligence identified by Gardner is the naturalist. These individuals are good at identifying plant and animal life and enjoy nature.

How can we address multiple intelligences in church settings? The first thing we can do is to change our attitudes about intelligence. God gave every child at least one type of intelligence, and we can help find it and cultivate it. Attitude makes the difference. Here is one example.

David is a second-grader who cannot read or write on a first-grade level. However, he has visual/spatial intelligence and is an incredible artist. His teacher at school says things like, "Poor old David. He sure is dumb. He can’t read nor write, but he sure can draw." His teacher looks at him with the "old IQ" eyes. But according to Gardner, David is not dumb at all. He has visual/spatial intelligence.

Another way we can address multiple intelligences in church settings is to is look for ways to incorporate all of the intelligences into our teaching strategies.