Always: DCHerald Issue January 25-31, 2009 issue

The Multiple Intelligences Theory as Applied in Catechesis

by
Erwin Joey E. Cabilan

The human person is a complex being. He/She is like a diamond; each facet is a dimension to
behold. In spite of limitations, we can never underestimate the capacity of these “facets” within us and
around us. For these can serve as agents in order that we will become what we are called to be.

For quite a long period of time, intelligence has been understood as our cognitive capacity to
learn. This understanding has created an impact in most of our catechetical initiatives for all ages.
Catechists, as educators in the faith, have the tendency to gauge learning by means of the learners’
mental aptitude. According to Dr. Ismael Maningas, Ed. D. of the De La Salle University, this over
emphasis on learning as a “cerebral gymnastics” oftentimes leads catechists to miss a very salient point
regarding the learner which is his/her unique individuality.

Recent developments in the field of education have created impact even in the ministry of
Catechesis. Since the Second Vatican Council, the Human Evocative Approach has been the
paradigm in carrying out ecclesial efforts towards constant renewal (ecclesia semper reformanda).
Gaudium et spes is the Vatican II document that defines the nature and shows the dynamics of the
correlation between faith and life and vice-versa. In Catechesis/Religious Education, this paradigm
has been innovated by considering its pedagogical capacity. The Human Evocative Approach (HEAp),
as a catechetical pedagogy, is founded on the basic principle that God is present in the person’s basic
human desires and in his/her experiences (GS § 11).

In Catechesis, the human experience is a fertile ground where the Word of God can be sown,
and eventually grow and be brought into fruition. (GDC: 1997 § 152; NCDP: 2007 § 330-333) There
are many areas in human experience itself which can serve as a potent means in enabling the learners
to encounter God through Catechesis. These different potent means can also serve as “facets” of
learning, living and loving the Christian faith.

In 1983, Howard Gardner of Harvard University developed a theory in which learning is not
understood as something that is focused more on intellectual capacity. He is convinced that the learner,
as having a developmental unique individuality, can learn in ways that he/she can. This theory, which
is known as Multiple Intelligences Theory, suggests that the dominant intelligence is the way a
person learns best. Because there are many ways to learn, he proposes eight (8) intelligences and these
are the following:

1. Verbal-linguistic = writers, orators, storytellers, good speakers, etc.

2. Logical-mathematical = mathematicians, engineers, accountants, etc.
3. Visual-spatial = painters, photographers, puzzle and maze lovers, etc.
4. Bodily-kinesthetic = dancers, athletes, etc.
5. Musical = singers, composers, lovers of musical instruments, etc.
6. Interpersonal = politicians, educators, counselors, etc.
7. Intrapersonal/Introspective = those who love to be alone and be quiet
8. Naturalistic = farmers, pet lovers, lovers of crafts using natural materials, nature lovers, etc.

Gardner’s Multiple Intelligences Theory is a very good development in the field of education
that can enhance the ministry of Catechesis as well. There are implications in correlating this theory
into our ministry. Jeannine Goggin in her article Multiple Intelligences: Description and
Relationship in Catechesis (http://www.blestweare.com/school/index.cfm.usergroups/sl/area/hottopic/hotart/1/author/2) identifies the
following:
1. The M. I. theory suggests that dominant intelligence is the way a person learns best.
2. The M.I. theory invites catechists to present their lessons in a wide variety of ways.
3. Our challenge in faith-sharing is to see that each child has the opportunity to learn in his/her
unique way.
4. Catechists can help their pupils/students develop their talents and skills.
 5. By engaging in a process that is meaningful for both the catechist and the learners, they can
experience joyful, competent and engaging ways to learn.
6. Finally, (which is my contribution) each area of intelligence is an opening to God.

Catechists must be courageous enough to cross boundaries. In spite of the rapid changes that
are prevalent in our world today and in the years to come, our faith in God must serve as our driving
force to remain ever faithful and creative. Responding to the needs of our catechized is not just a
human endeavor. This is our faithful collaboration with the Triune God.

The human person is a mystery to behold! Within us and before us is a diamond that glitters
through the light that comes from God!