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Multiple Natures
(A Theory of Human Behavior)
by Steven Rudolph
June 20, 2008
In 1983, Howard Gardener achieved a
significant milestone in demystifying the human psyche. In his
book, Frames of Mind, he proposed a theory of Multiple
Intelligences (MI)—that the human mind does not consist of a
single intelligence, but rather, is made up of numerous
intelligences (namely, linguistic, logical, visual, musical,
bodily, interpersonal, intrapersonal and naturalistic.) This
concept was a radical break from previous thought, which held
that intelligence was more one-dimensional in its scope, and
could be measured in terms of a metric known as IQ.
Since its introduction, Gardener’s idea has significantly
impacted the field of education. The traditional pedagogic
approach that aimed to teach and test students in a
one-size-fits-all approach has given way to innovative methods
that recognize, cater to, and celebrate human diversity. With
the MI theory, we can now account for why certain children
excel in mathematics (i.e., logical intelligence), while
others who do not fare as well with numbers may demonstrate
excellence in drawing and artistic activities (i.e., visual
intelligence). Further, we can take comfort in the fact that
each intelligence has value, and that people can increase
their chances for success by identifying their unique areas of
strength and tapping into their potential. So, for instance,
when Rahul’s English test scores are only average, his parents
need not panic. Chances are he demonstrates proficiency in
other areas, such as interpersonal skills, that might render
him a whiz in handling other people (a skill greatly needed
and rewarded in business, politics and other fields).
When I first encountered the concept of MI, I was greatly
impressed by its simplicity as well as its applicability. As a
teacher, I gained insight into learners’ abilities that I had
previously been overlooking. I could quickly understand why
certain students outperformed others in language, or why some
were more interested in discussing life issues rather than the
subject matter in the textbooks. The MI framework encouraged
me to differentiate my instruction, and provide learners with
a variety of instructional activity types rather than just
deliver lectures and maintain a teacher-centered classroom. In
short, it made my lessons more focused, creative, and dynamic.
But while MI provided answers to some questions, I felt that
it left many others unanswered. For instance, I asked myself,
“What makes someone become a comedian?” I tried to answer the
question by conjecturing that when a person embodied a number
of intelligences (e.g., bodily, linguistic, interpersonal,
musical, and intrapersonal), and they were combined in a
certain way, it made him funny and inclined toward the field
of comedy. My theory felt weak. I tried again, asking myself
what makes someone an entrepreneur? Or a good cook? However,
merely combining Gardener’s Multiple Intelligences did not
provide me with a satisfactory answer.
Ultimately, I realized that Gardener’s framework of 8 Multiple
Intelligences was limited as a theory to explain people’s
natures, and that there had to be another aspect of the human
mind that was responsible for determining why people were
inclined to engage in different types of activities in their
lives.
For over a decade in my work as an educator and counselor, I
came in contact with teachers and parents who were concerned
about their children’s careers. I looked critically at the
concept of occupations, and became curious why people were
attracted to different types of work. Why some were successful
and happy in their jobs and others miserable? What made some
people corrupt and others role models? After considerable
investigation, I began to notice patterns in people’s
behaviours—specific ways of acting that I call “natures”.
Natures are an aspect of the mind, beyond intelligences, which
govern the way people behave. They describe propensities or
inclinations in how we relate to ourselves, others, and the
environment. In total, I have identified 9 such natures
(Multiple Natures), that are possessed by each person. These
include:
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Protective Nature
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Educative Nature
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Administrative Nature
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Creative Nature
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Healing Nature
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Entertaining Nature
-
Providing Nature
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Entrepreneurial Nature
-
Adventurous Nature
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