Recent Study on Emphasizing the Concept of Spiritual Intelligence from Islamic and Western Perspectives on Multiple Intelligence

Various intelligence theories have been put forward in the West, including the most popular is the
Multiple Intelligences (MI) proposed by Gardner [1]. MI theory includes eight constructs, i.e. verballinguistic
intelligence (VL), logical-mathematical intelligence (LM), visual-spatial intelligence (VS),
bodily-kinesthetic intelligence (BK), musical intelligence (MZ), interpersonal intelligence (IE),
intrapersonal intelligence (IA) and naturalist intelligence (NR). Spiritual intelligence (SI) is the ninth
intelligence introduced by Gardner [2]. This concept paper aims to compare the theory of MI by the
West with Islamic perspectives in the context of spiritual intelligence. Researchers feel called upon to
discuss this issue as the construction of the MI is still being debated among Western scholars. It was
also has been widely discussed among Islamic scholars. In the Islamic perspective, the MI
constructions are based on the Quran and the As-Sunnah which consists of seven domains, namely,
the soul (al-ruh), qalbu (al-qalb), heart (al-nafs), intellect (al-’aql)), faith, practice and morals.
Discussions of spiritual intelligence constructs which are one of the constructs in MI theory, are
needed to gain a deeper understanding. The discussion must be emphasizing on how the
implementation of MI theory for teaching and learning processes can achieve its objectives. In
addition, the comparative analysis of spiritual intelligence between Western and Islamic concepts will
highlight the convergence of interesting ideas in MI theory to enhance spiritual intelligence looks more
contextualized with the predominantly Muslim Malaysian community. It can be concluded that Gardner
himself opened the definition and dimensions of SI to a more comprehensive and holistic debate and
study. This is a challenge for Muslim scholars to highlight the truth of SI theory from an Islamic
perspective as a missionary responsibility. In addition, SI constructs should be taken not only as a
theory, but as a domain that supports all MI domains to be practiced in society. Furthermore, the
adoption of a strong SI structure in the field of education in particular will enable the National
Philosophy of Education to produce citizens who are knowledgeable, skilled, virtuous, responsible and
capable of achieving personal well-being.