Intelligence Diversity and AI Pluralism: An Education Future Developing the Wide Range of Human Intelligences
This paper was presented at the 2024 National Communication Association Conference. AI Pluralism as a Catalyst for Advancing Intelligence Diversity in Education: Bridging the Gap Between Gardner's Multiple Intelligences and Contemporary Educational Practice makes the case that development of artificial intelligence capable of completing the tasks we value most by approximating 1-2 of the multiple intelligences that humans posses. The history of education in America, the nature of its measures, and the centrality of logical-mathematical and linguistic reasoning in our schools and educational pathways has perhaps not surprisingly fueled the development of an artificial intelligence that is capable of the data processing required to apply these intelligences more completely than humans can.
“The prioritization of logical-mathematical and linguistic intelligences in education has thus created a paradox. While it has enabled remarkable technological advancements, it has also diminished the relative value of human contributions in these areas, as AI increasingly takes over tasks that were once exclusive to highly educated professionals. This shift highlights the urgent need to rethink educational priorities, moving beyond the narrow focus on computational intelligence to embrace intelligence diversity.
Embedding of the pursuit of intelligence singularity in education has perpetuated systemic inequities, narrowing the scope of intellectual development to align with limited metrics. Intelligence diversity, rooted in Gardner’s MI theory, offers a transformative framework to address these distortions. Only by recognizing and cultivating the full spectrum of human intelligences, education systems can foster equity, creativity, and innovation. This shift is essential not only for preparing students to thrive in a dynamic, technology-driven world but also for nurturing the diverse intellectual capital necessary for collective progress.”
We are already setting out to do the work of shaping curricula and instructional practices capable of developing the wide range of human intelligences in K-12 students. “Recognizing intelligence diversity necessitates meaningful adaptations to support the development of the wide range of human intelligences. Designing educational systems and practices to prepare students for a world of AI pluralism where the tools advance human progress can be built on the work of Gardner and his progeny, but acknowledgement alone is not enough.”
“Intelligence diversity refers to the recognition, inclusion, and cultivation of the broad spectrum of intellectual capacities and modalities that humans exhibit. It encompasses not only the traditional markers of intelligence, such as logical reasoning and linguistic aptitude, but also creative, practical, emotional, interpersonal, and bodily-kinesthetic intelligences. Intelligence diversity acknowledges that these capacities vary among individuals and communities and that they are influenced by cultural, environmental, and developmental factors.”
Gardner's MI theory provides a robust foundation for intelligence diversity….Intelligence diversity reframes Gardner’s theory as a call to action: systems, policies, and practices must evolve to foster all forms of intelligence equally, creating inclusive environments that recognize diverse intellectual contributions.”
The implications of this theory are manifold, and some paths forward require transformational rethinking of our approach to teaching and learning. Our experience and brain research point this way, but we encourage teachers to look for small steps to include more of our common humanity in their classes. By listening and working with students and keeping an eye on their futures, educators can take steps each day to bring about a world of intellectual diversity and AI pluralism. You don’t have to change the world. You only have to change what happens in class on a Tuesday.