Howard Earl Gardner's

(1943- )
His work has been marked by a desire not to just describe the world but to help to create the conditions to change it. The scale of Howard Gardner's contribution can be gauged from following comments in his introduction to the tenth anniversary edition of his classic work Frames of Mind. The theory of multiple intelligences: In the heyday of the psychometric and behaviorist eras, it was generally believed that intelligence was a single entity that was inherited; and that human beings - initially a blank slate - could be trained to learn anything, provided that it was presented in an appropriate way. Nowadays an increasing number of researchers believe precisely the opposite; that there exists a multitude of intelligences, quite independent of each other; that each intelligence has its own strengths and constraints; that the mind is far from unencumbered at birth; and that it is unexpectedly difficult to teach things that go against early 'naive' theories of that challenge the natural lines of force within an intelligence and its matching domains. (Gardner 1993: xxiii) One of the main impetuses for this movement has been Howard Gardner's work. He has been, in Smith and Smith's (1994) terms, a paradigm shifter. Howard Gardner has questioned the idea that intelligence is a single entity, that it results from a single factor, and that it can be measured simply via IQ tests. He has also challenged the cognitive development work of Piaget. Bringing forward evidence to show that at any one time a child may be at very different stages for example, in number development and spatial/visual maturation, Howard Gardner has successfully undermined the idea that knowledge at any one particular developmental stage hangs together in a structured whole.

Theory Of Multiple Intelligences

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The theory of multiple intelligences was proposed by Howard Gardner in 1983 as a model of intelligence that differentiates intelligence into various specific (primarily sensory) modalities, rather than seeing it as dominated by a single general ability. Gardner argues that there is a wide range of cognitive abilities, and that there are only very weak correlations among them. For example, the theory predicts that a child who learns to multiply easily is not necessarily generally more intelligent than a child who has more difficulty on this task. The child who takes more time to master simple multiplication 1) may best learn to multiply through a different approach, 2) may excel in a field outside of mathematics, or 3) may even be looking at and understanding the multiplication process at a fundamentally deeper level, or perhaps as an entirely different process. Such a fundamentally understanding can result in what looks like slowness and can hide a mathematical intelligence potentially higher than that of a child who quickly memorizes the multiplication table despite a less detailed understanding of the process of multiplication. The theory has been met with mixed responses. Traditional intelligence tests and psychometrics have generally found high correlations between different tasks and aspects of intelligence, rather than the low correlations which Gardner's theory predicts. Nevertheless many educationalists support the practical value of the approaches suggested by the theory.[1]

Gardner articulated several criteria for a behavior to be an intelligence.[2] These were that the intelligences: 1. Potential for brain isolation by brain damage, 2. Place in evolutionary history, 3. Presence of core operations, 4. Susceptibility expression), Gardner believes that eight abilities meet these criteria

5. A distinct developmental progression, 6. The existence of savants, prodigies and other exceptional people, 7. Support from experimental psychology and psychometric findings.

to

encoding

(symbolic

Musical Interpersonal Intrapersonal Naturalistic

Spatial Linguistic Logical-mathematical Bodily-kinesthetic

He considers that existential and moral intelligence may also be worthy of inclusion.[4] The first three are closely linked to fluid ability, and the verbal and spatial abilities that form the hierarchical model of intelligence[5]
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Logical-mathematical This area has to do with logic, abstractions, reasoning and numbers and critical thinking. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places less emphasis on traditional mathematical ability and more on reasoning capabilities, recognizing abstract patterns, scientific thinking and investigation and the ability to perform complex calculations.[citation intelligence and to general ability.[6] Spatial Main article: Spatial intelligence (psychology) This area deals with spatial judgment and the ability to visualize with the mind's eye. Careers which suit those with this type of intelligence include artists, designers and architects. A spatial person is also good with puzzles.[citation needed] Spatial ability is one of the three factors beneath g in the hierarchical model of intelligence.
needed]

Logical reasoning is closely linked to fluid

Linguistic This area has to do with words, spoken or written. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and by discussing and debating about what they have learned.[citation needed]Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure.[citation needed] Verbal ability is one of the most g-loaded abilities.[7] ]Bodily-kinesthetic Main article: Kinesthetic learning The core elements of the bodily-kinesthetic intelligence are control of one's bodily motions and the capacity to handle objects skillfully (206). Gardner elaborates to say that this intelligence also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses so they become like reflexes. In theory, people who have bodily-kinesthetic intelligence should learn better by involving muscular movement (e.g. getting up and moving around into the learning experience), and are generally good at physical activities such as sports or dance. They may enjoy acting or performing, and in general they are good at building and making things. They often learn best by doing something physically, rather than by reading or hearing about it.
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Those with strong bodily-kinesthetic intelligence seem to use what might be termed "muscle memory", drawing on it to supplement or in extreme cases even substitute for other skills such as verbal memory. Careers that suit those with this intelligence

include: athletes, pilots, dancers, musicians, actors, surgeons, builders, police officers, and soldiers. Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence.[8] Musical Further information: auditory learning This area has to do with sensitivity to sounds, rhythms, tones, and music. People with a high musical intelligence normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. Language skills are typically highly developed in those whose base intelligence is musical. In addition, they will sometimes use songs or rhythms to learn. They have sensitivity to rhythm, pitch, meter, tone, melody or timbre. Careers that suit those with this intelligence include instrumentalists, singers, conductors, disc

jockeys, orators, writers and composers. Research measuring the effects of music on second language acquisition is supportive of this music-language connection. In an investigation conducted on a group of elementary-aged English language learners, music facilitated their language learning. [9] Gardner's theory may help to explain why music and its sub-componenets (i.e., stress, pitch, rhythm) may be viable vehicles for second language learning. Interpersonal This area has to do with interaction with others. Interpersonal intelligence is the ability to understand others. In theory, individuals who have high interpersonal intelligence are characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. According to Gardner in How Are Kids Smart: Multiple Intelligences in the Classroom, "Inter- and Intrapersonal intelligence is often misunderstood with being extroverted or liking other people..."[10] Interpersonal intelligence means that you understand what people need to work well. Individuals with this intelligence communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate. Careers that suit those with this intelligence include sales, politicians, managers, teachers, counselors and social workers.[11]

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Intrapersonal This area has to do with introspective and self-reflective capacities. This refers to having a deep understanding of the self; what your strengths/ weaknesses are, what makes you unique, being able to predict your own reactions/emotions. Philosophical and critical thinking is common with this intelligence. Many people with this intelligence are authors, psychologists, counselors,philosophers, and members of the clergy. Naturalistic This area has to do with nurturing and relating information to ones natural surroundings. Examples include classifying natural forms such as animal and plant species and rocks and mountain types; and the applied knowledge of nature in farming, mining, etc. Careers which suit those with this intelligence include naturalists, farmers and gardeners. Existential Some proponents of multiple intelligence theory proposed spiritual or religious intelligence as a possible additional type. Gardner did not want to commit to a spiritual intelligence, but suggested that an "existential" intelligence may be a useful construct.[12] The hypothesis of an existential intelligence has been further explored by educational researchers.[13] Ability to contemplate phenomena or questions beyond sensory data, such as the infinite and infinitesimal. Careers or callings which suit those with this intelligence include shamans, priests,mathematicians, physicists, scientists, cosmologists, psychologists and philosophers.

LEARNING STYLES
Learning styles are the ways in which people experience and process what they learn. Carl Jung, a Swiss psychologist, described four different kinds of learning styles: mastery, interpersonal, understanding and self expressive. Each person develops and uses a mixture of learning styles throughout life, adapting them to fit different contexts and to meet a variety of learning demands. Styles are like muscles: The more they are used and stretched, the more developed and powerful they be come. Like muscles, learning styles can be strengthened through practice.

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THE MASTERY OR SENSING-THINKING LEARNER This learning st yl e prefers: seeing tangible results, practicing what is learned, following directions one step at a time, being active rather than passive, knowing exactly what is expected, how the task must be done and why, hands-on experience, drill, demonstration, and practice. This learning st yl e dislikes: completing tasks for which there are no practical uses, activities that require imagination and intuition, activities with complex directions, open-ended activities without closure or pay-off, activities that focus on feeling or other intangible results.

The Interpersonal or Sensing-Feeling Learner This learning st yl e prefe rs: studying about things that directly affect people's lives, receiving personal attention and encouragement, being part of a team, collaborating, activities that help her learn about herself and how she feels, group projects. This learning st yl e dislikes : long periods of working alone silently, emphasis on factual detail, highly competitive games where someone loses, detailed and demanding routines.

The Understanding or Intuitive-Thinking Learner This learning st yl e prefers: studying about ideas and how things are related, planning and carrying out a project of his own making and interest, arguing and debating a point based on logical analysis, problem solving that requires collecting, organizing and evaluating data, lectures, reading, logical discussions, and debates.

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This learning st yl e dislikes: routine or rote assignments, memorization, concern for detail, rigid rules and predetermined procedures.

The Self-Expressive or Intuitive-Feeling Learner This learning st yl e prefers: being creative and using imagination, planning and organizing work in creative ways, working on a number of things at once, searching for alternative solutions to problems beyond those normally considered, discussing real problems and looking for real solutions, creative and artistic activities, open-ended discussions of personal and social values. This learning st yl e dislikes: too much attention to detail, facts, memorization and rote learning, tasks with predetermined correct answers, detailed and demanding routines.

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