An Evaluation of Multiple Intelligence Theory on Architecture Students

Abstract

Abstract: The term intelligence defines the intellectual capacity of any human being. The point here is that if a person has high intelligent quotient (IQ) it does not mean he/she will excel in other fields as well. Every individual is different and has its own interest of area where that person applies his/her full knowledge and hard work. Therefore, the discussion starts with every person is different and has its own sets of interest. The design tasks are complex in nature which in today scenario requires every individual with a wide range of skills– such as spatial visualization and creation, problem solving skills, communication skills which involves both interpersonal and intrapersonal skills, verbal and non-verbal skills, and so on. Identifying and recognizing these multiple intelligences becomes essential and an important factor for architects and researchers to deal and nurture diversity in architecture field, empathize with the variety of cognitive strengths and weaknesses, and implementing divergent tools which will help to evaluate different design thinking skills. The study deals with the comparative analysis of existing theories on Intelligence by numerous psychologists. This paper, furthermore explores and evaluates the multiple intelligence theory by psychologist Howard Gardner (1983) in his book “Frames of Mind” which states about the theory of intelligence and also types of intelligence at large. The use of this theory in architectural design studio could be relevant in the ways to think as a diverse set of intelligences and to understand individual differences among all. The paper investigates about what type of intelligences are more in Architecture Students. A MIDAS test consists of 80 questions were carried out on 750 students of Architecture, 150 students from each year of B.Arch. program for examining the study. The hypothesis of this research is based on inspecting the existing multiple intelligence that Architectural students have spatial visualization intelligence more than other intelligence. The research concludes with a notion that intelligence in design or any other field cannot be restricted to only one set of variables but rather should be considered as a flexible framework that can be adopted for a desired learning outcome.