Multiple Learning Styles and Worship

In 1983, Howard Gardner published a book—Frames of Mind: The Theory of Multiple Intelligence—that changed the way we view human intelligence and learning. In the book, and in his subsequent research, he proposed that intelligence is not monolithic. That is, intelligence is not a single “thing,” measurable by a single number like an IQ score. Rather, according to Gardner, there are at least eight different “kinds” of intelligence. There areas are: Verbal-Linguistic Intelligence—ability to communicate through language (listening, reading, writing, speaking); Logical-Mathematical Intelligence—ability to understand logical reasoning and problem solving (math, science, patterns, sequences); Bodily-Kinesthetic Intelligence—ability to use the physical body skillfully and to take in knowledge through bodily sensation (coordination, working with hands); Visual-Spatial Intelligence—ability to understand spatial relationships and to perceive and create images (visual art, graphic design, charts and maps); Interpersonal Intelligence—ability to relate to others, noticing their moods, motivations, and feelings (social activity, cooperative learning, teamwork); Intrapersonal Intelligence—ability to understand one’s own behavior and feelings (independence, time spent alone); Musical Intelligence—ability to comprehend and create meaningful sound (music, sensitivity to sound); Naturalistic Intelligence—ability to understand features of the environment (interest in nature, environmental balance, ecosystem, stress relief brought by natural environments.

Each individual will have several of these areas more well-developed than others. Further, how each person best learns is determined by these areas. For instance, a person whose well-developed intelligences are Verbal-Linguistic and Intrapersonal might tend to learn best by reading a textbook and then contemplating what she’s just read. On the other hand, somebody whose intelligences run toward the Visual-Spatial and Interpersonal might learn something best via charts, images and diagrams and then discussing them in a group setting. Of course, these examples are simplistic—the eight styles tend to interact in complex ways—but you can get the drift: people don’t all learn in the same ways.

So what does this have to do with church? A couple of things, I think. First, it suggests that in Christian Education, as in secular education, traditional models emphasizing only one or two modes of learning are inadequate. It is always best to try to address as many different kind of intelligence/learning as possible.

Second, this applies to worship as well—to be effective, it should engage as many different modes of intelligence as well. Traditionally, churches engage two—Verbal-Linguistic and Musical. Further, the sermon—which in the Reformed tradition is the worship’s central act—engages only one. Currently, churches are experimenting with ways to improve this situation, primarily through the use of multiple media. Last Sunday, I experimented with stimulating two modes of intelligence at once— Verbal-Linguistic (written sermon) and Visual-Spatial (PowerPoint slides). How did you think it went? Was it helpful? Did it add or detract from the experience? Let me know . . . I’d also like your input on engaging more of the learning modes during worship. I am convinced that together, as the people of God, we can improve worship and make it more useful and stimulating for a wider cross-section of the people. After all, we’re to proclaim the Gospel to everyone, not just a few.