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INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS
JUNE 2011
VOL 3, NO 2
Surveying of Relationship between Multiple Intelligences and Critical
Thinking of Islamic Azad University Managers in 13 th Region 1
Gholam-Reza Rahimi, PhD (Corresponding Author)
Department of Management Kaleybar Branch, Islamic Azad University, Kaleybar, Iran
Ghader Vazifeh Damirchi
Department of Management Kaleybar Branch, Islamic Azad University, Kaleybar, Iran
Abstract
The theory of multiple intelligences was developed in 1983 by Howard Gardner. He suggests
that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr.
Gardner proposes eight different intelligences to account for a broader range of human potential
in children and adults. These intelligences are linguistic intelligence, logical intelligence, spatial
intelligence, bodily intelligence, musical intelligence, interpersonal intelligence, intrapersonal
intelligence and Naturalist intelligence. The purpose of this research is surveying of relationship
between multiple intelligences and critical thinking of Islamic Azad University managers in 13 th
region. The methodology of study is descriptive and analytical study. Data collection instrument
was a questionnaire that its reliability was confirmed by Crohn Bach’s alpha and library studies.
The results show that, there is a relationship between multiple intelligences and critical thinking
of Islamic Azad University managers in 13 th region.
Keywords: multiple intelligences, critical thinking, Islamic Azad University managers
Introduction
You’ve been thinking all of your life, of course, for thinking is simply the interaction of ideas.
However, thinking is somewhat similar to other skills, like writing, drawing, or fixing cars.
Practice and education can improve it. So even though you "know how to think" already, you
can improve your thinking by learning about the tools and mental habits that produce the best
thinking.
Critical thinking might be defined as an approach to ideas from the standpoint of deliberate
consideration. You hold an idea at arm's length and examine it before accepting it into your
mental framework. Another way of defining critical thinking might be as a habit of cautious
evaluation, an analytic mindset aimed at discovering the component parts of ideas and
philosophies, eager to weigh the merits of arguments and reasons in order to become a good
judge of them. Analysis is the ability to break arguments or claims down into parts and to
discover the relationship between the parts. The arguments can then be evaluated. Critical
thinking generally refers to higher order thinking that questions assumptions. Critical thinking is
"thinking about thinking." It is a way of deciding if a claim is true, false, or sometimes true and
sometimes false, or partly true and partly false. The concept is somewhat contested within the
field of education due to the multiple possible meanings.[1]
In one sense, critical thinking has been described as “the correct assessing of statements.”[2] It
has also been described popularly as "thinking about thinking."[3] It has been described in a
much more comprehensive sense as "the intellectually disciplined process of actively and
skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information
gathered from, or generated by, observation, experience, reflection, reasoning, or
communication, as a guide to belief and action"[4]
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1 This paper is based on the final report based on research projects sponsored by Islamic Azad University, Kaleybar Branch
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