Multiple Intelligenzen, multiple Irritationen
Abstract
Howard Gardners «Multiple Intelligenzen» («MI») sind – insbesondere im pädagogischen Bereich – sehr populär. Gardner behauptet, die «MI» seien theoretisch gut fundiert, unabhängig voneinander und würden nicht mit der allgemeinen Intelligenz g korrelieren. Für die pädagogisch-psychologische Praxis und für prädiktive Zwecke sei die «MI»-Theorie deutlich valider als die «klassische» IQ-Konzeption. Es wird gezeigt, dass diese Behauptungen bei näherer Betrachtung nicht aufrechterhalten werden können. Die Kritik an der «MI»-Theorie weist auf folgende Schwachstellen hin: geringer Neuigkeitswert und Selektivität der Kriterien, theoriewidrige nichttriviale Korreliertheit der «MI», einseitige Literatursichtung, vorschnelle pädagogische Popularisierung, mangelhafte Diagnostik, ungeprüfte Praxis sowie anekdotische Fundierung bzw. inferiore empirische Bewährung.
Multiple Intelligences, Multiple Irritations Howard Gardner’s «Multiple Intelligences» («MI») are very popular, especially among teachers and professional educators. Gardner repeatedly claims that his «MI» have a sound theoretical basis and are independent from each other as well as from the general intelligence g. Furthermore, he claims that the «MI»-theory has a higher impact than the classical conception of intelligence (IQ) for educational and predictive purposes. The evidence collapses, however, upon close examination. The critique emphasizes the following points: The «MI»-theory provides few new insights and is based on selective criteria. The «MI» correlate substantially with each other and with g, thus contradicting the prediction based on the theoretical speculations. Gardners assertions are based on a biased review of research findings, and his theory rests on anecdotic evidences and not on sound empirical research. Further critical points center on the concept’s premature educational popularisation, on insufficient assessment procedures, on unevaluated practice, and on lack of empirical validation.
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