Change Implementation Techniques for Laying a Foundation for New Ways

Technique1.13 Exploring Your 9 Intelligences

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. Nine different types of intelligences have been identified: linguistic, mathematical/logical, visual/spatial, musical, interpersonal, intrapersonal, bodily/physical, natural and existential (for more detail see Volume 2, Ingredient 1)


. The following activity helps you explore subjects, jobs and/or situations in which you excel. What type of problems are you readily able to solve? What are you able to make or do that other people value?

. Initially, assign yourself a score from 1 to 9, (with the strongest 1 and the weakest 9) on each of the 9 intelligences

Intelligence Ranking (1 to 9)

i) Bodily/physical............................

ii) Musical.......................................

iii) Linguistic...................................

iv) Interpersonal............................

v) Mathematical/logical.................

vi) Intrapersonal............................

vii) Visual/spatial............................

viii) Natural.....................................

ix) Existential..................................

. Next, read through the activities listed below and circle the number corresponding with any activity in which you consider yourself competent or better

1. sports

2. dancing

3. car maintenance

4. do‐it‐yourself (carpentry, bricklaying, plastering, tiling, etc)

5. rough‐and‐tumble play with children

6. hobbies including delicate handiwork (model building, knitting, embroidery, etc)

7. cooking, baking, cake decorating

8. music making

9. repeating songs you're heard

10. clapping or beating time with music

11. recognising tunes

12. moving in time with music

13. remembering slogans, raps, verses

14. selecting appropriate music (background music, etc)

15. verbal arguments

16. crosswords, word puzzles

17. letter writing

18. form filling

19. finding information (from newspapers, brochures, books, etc)

20. verse, poetry

21. giving clear explanations

22. giving instructions

23. writing

24. literature

25. listening carefully

26. committee work

27. managing/supervising others

28. parenting (teaching, playing with, helping, consoling or managing children, young people, etc)

29. helping others with personal problems

30. youth work, sports clubs, etc

31. teaching/training others

32. budgeting

33. family accounts

34. planning journeys

35. calculating scores

36. calculating odds on bets

37. estimating quantities

38. managing/planning time, timetables

39. mathematics

40. signs

41. completing a personal diary/journal

42. predicting what you'll be able to do well or have difficulty with

43. planning your own time

44. understanding your feelings and moods

45. recognising who you are like/unlike

46. achieving personal goals

47. map reading and navigating

48. using diagrams and plans

49. self‐assembly furniture

50. driving, parking

51. planning gardens

52. art

53. dressmaking

54. model layouts

55. preparing food

56. construction of dwellings

57. protection of our environment

58. mining of precious metals

59. having a meaning in life and/or work

60. having faith

61. spiritually connected

Based on your answers, fill in the table below


Activity numbers

Number of "yes" circled answers


1 to 7


8 to 14


15 to 24


25 to 31


32 to 40


41 to 46


47 to 54


55 to 58*i


59 to 61*i


i) These 2 forms of intelligence have less than 7 characteristics listed for each of the other intelligences

From the table below, read the main characteristics of each intelligence and see if your initial perception is confirmed by the results from the latter self‐assessment exercise.


Main Characteristics of Each Intelligence


i) likes to deal with problems physically, get directly involved, get hands‐on

ii) skilful when working with things

iii) enjoys sports, games, physical exercise

iv) likes to be moving or doing something they are learning about

v) remembers best what they have done (rather than seen/heard)


i) enjoys sound in music

ii) interested in music

iii) enjoys hearing and/or making music

iv) good sense of rhythm and/or melody

v) readily learns and retains lyrics


i) appreciate plays, poetry, books, radio, conversation ‐ enjoys language

ii) learns well from books, tapes, lectures, listening to others

iii) fluent, expressive talker with well‐developed vocabulary

iv) good at explaining things

v) likes to write things down


i) can help with difficulties between people

ii) sensitive to others' moods and reactions

iii) interested in how others think and feel

iv) involved in clubs and/or community activities

v) enjoys teamwork, discussing and co‐operating with others

Mathematical/ logical

i) like to solve puzzles and problems

ii) likes logical explanations

iii) arranges tasks in sensible, orderly sequence

iv) looks for patterns and relationships between things

v) approaches tasks/problems in a logical, step‐by‐step manner


i) likes to daydream, imagine, fantasize

ii) enjoys doing things independently of others

iii) appreciates privacy and quiet for working and thinking

iv) understands own feelings and thoughts and why they do things

v) ponders the relevance of what they are doing and learning


i) good sense of direction

ii) observant, sees things others do not notice

iii) sees things clearly in own mind's eye, eg a familiar room

iv) films, slides, videos help learning

v) uses charts, diagrams, maps easily


i) able to draw on pattern‐detecting capacities

ii) able to distinguish between things of nature, such as plants, animals, clouds, rock formations, tidal configurations

iii) able to discriminate among brands of automobiles, airplanes, bicycles, scooters


i) capacity to ponder the big questions, such as who are we? why are we here? what is going to happen to us? why do we die? what is it all about in the end?

ii) understands themes of existence, identity, faith, religion & spirit

iii) finds meaning in life/work

. It is widely recognised that the formal education system has historically focused on linguistic and mathematical/logical intelligences. If your "intelligence propensities" lie in these 2 areas, you will probably have done well in the formal education system because you are good with words and figures and/or prefer a logical step‐by‐step approach, such as that in traditional textbooks

(sources: Brain Tracy et al, 1992; Howard Gardner, 2006)

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