Title: The Concept of Multiple Intelligences Name: Professor: Institution: Course: Date: The Concept of Multiple Intelligences According to Gardner (1983) and Guilford (1988), some psychologists assert that there are various separate mental abilities. This is regardless of the statistical relations between several tests of different abilities…
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Gardener however emphasizes that there might be more forms of intelligence apart from these eight. There have been speculations of the possibility of existence of an experiential intelligence or spiritual intelligence or the ability to reflect on the big questions about life’s meaning. This idea of separate abilities by Gardener is based on evidence that in the instance of brain damage, the functioning of just one area, for instance language, is affected or interfered with and not the functioning of other areas. Another point of proof is the fact that a person may perform extremely well in any one of these eight areas but have no noteworthy abilities in the other seven. Gardener argues that intelligence refers to the ability to resolve problems and also make outcomes and products that are of value to a culture. There have been various values placed on these eight intelligences in different periods of history and cultures. In cultures with more emphasis on technology, mathematical and verbal intelligences are crucial while in cultures that are farming-oriented, a naturalist intelligence is important. Additionally, Gardener is of the opinion that the foundation of intelligence is biological in nature (Gardener, 1998). However, he does not refute that a general ability exists, but poses the question of how useful it is in accounting for various human achievements. Though the multiple intelligence theory by Gardener has been adopted by many educators, it has not been widely accepted in the scientific community. Some critics argue that a number of the intelligences are not at all new. Separate spatial and verbal abilities have been discovered by many researchers. Additionally, correlations among the abilities and the eight intelligences are not autonomous in nature. Spatial and logical-mathematical intelligences have a high correlation (Hoy & Hoy, 2009). Effective Uses of Multiple Intelligences The multiple intelligence view is advantageous since it amplifies individuals’ mode of thinking about different abilities and teaching avenues. There are various ways of using multiple intelligences to ensure good results in the classroom setting. Firstly, using this technique, schools can go about a discipline, general idea or subject matter in diverse manners. This caters for diverse needs of students. Many schools have previously been culprits of trying to cover too much too quickly. It is however more sensible to spend a substantial amount of time on the main crucial questions, productive ideas and concepts and let students familiarize themselves with such ideas and what they imply. There should therefore be effective utilization of changing instructions and a variety of methods of teaching used in the course of the day. So as to keep the students concentrated on the specific instructions, they should be made aware of differing strategies within a certain time period. The presentation of a single lesson can be done in a number of different ways. For example, when a lesson is introduced by oral, physical and visual means, the needs of every individual student are catered for by the teacher hence ensuring all students are fully engaged in class. This in turn increases the probabilities of students’
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However, is it fair to judge based just on these skills? Does this not mean that someone who creates a portrait is not smart? According to Gardner’s Theory of Multiple Intelligence, intelligence is not simply measured on two specific levels, but on seven broad levels.
The theory holds that the tradition understanding of intelligence which is based on I.Q. testing is limited in describing the intelligence of individuals. According to Gardner (2006) the multiple intelligence theory is a diversion form tradition I.Q. view of intelligence which is psychometric and defines intelligence as a person’s ability to provide accurate answers to intelligence tests.
“All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth” (Aristotle). It is with the use of the brain that both cognitive development and cognitive reflection create contexts and analysis in which teaching and learning are captured and cultivated.
He later added moral intelligence into the list thus making them seven behavior criteria. The theory does not therefore view intelligence as subjugated by one general ability. The theory dismisses the belief that intelligence is one central concept with universal applicability.
The Jackson Center for Multiple Sclerosis has an engulfing organizational culture that drives the center, improving the lives of multiple sclerosis patients and their families. This organizational culture
The principal idea that can be discerned from the first segment of this article is that traditional theories attempting to explain intelligence disparities in people are not conclusive. Departing from conventional explanations of intelligence, like
R2 measures the proportion of the variation on the dependent variable which is explained by the independent variable in a linear regression model. It also measures how best the regression model fits. Adjusted R2 adjusts the statistics based on
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