Howard gardner2011b
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Howard gardner2011b
- 1. Howard Gardner Multiple Intelligences Theory – The application and misapplication of Gardner’s 8½ Intelligences.
Notes de l'éditeur
- According to the two-factor theory of intelligence, the performance of any intellectual act requires some combination of "g", which is available to the same individual to the same degree for all intellectual acts, and of "specific factors" or "s" which are specific to that act and which varies in strength from one act to another. If one knows how a person performs on one task that is highly saturated with "g", one can safely predict a similar level of performance for a another highly "g" saturated task. Prediction of performance on tasks with high "s" factors are less accurate. Nevertheless, since "g" pervades all tasks, prediction will be significantly better than chance. Thus, the most important information to have about a person's intellectual ability is an estimate of their "g".
- Intelligence is made up of several primary mental abilities rather than a general and several specific factors. He was among the first to propose and demonstrate that there are numerous ways in which a person can be intelligent.
- Intelligence is made up of several primary mental abilities rather than a general and several specific factors. He was among the first to propose and demonstrate that there are numerous ways in which a person can be intelligent.
- Analytic or Componential Dimension - The methods people use to process and analyze information. Also known as the critical portion of intelligence. This aspect of intelligence can be further divided into Metacomponents, Performence components, and Knowledge-acquisition components. Metacomponents - This subcategory consists of the higher-order, or executive processes such as the planning, monitoring, and evaluation of the performance of a task. Performance Components - This category includes the execution of plans and strategies developed by the metacomponents, and plays a role in relating new information to novel situations through previously inferred concepts. Knowledge-acquisition Components - These lower-order processes consist of selective encoding, when relevent information is seperated from irrelevent, selective combination, when new and old information is organized, and selective comparison when new information is compared to previous cognitive constructs to update the metcomponents. Creative or Experiential Dimension - This aspect of intelligence examines how people approach new and unfamiliar tasks. This is also considered the insightful dimension to a person's intelligence. The experiential dimension can be further divided into two categories: novelty and automatization. Novelty - This is how a person reacts with the first exposure to a new scenario. Automatization - This is how a person handles repeated tasks, or practice. Practical or Contextual Dimension - The individual's intelligence as it relates to their environment/sociocultural context. How an individual adapts to their current environment, shapes their current environment, and selects a better environment all make up this practical aspect of intelligence. Also called "street smarts".
- Thus for example introverted people would be more likely to write poetry or do crossword puzzles, whereas extroverted ones would be drawn to public speaking, debating, or television talk shows.
- These uses of the materials of an intelligence are essentially trivial. What is not trivial is the capacity to think musically-for example, to draw on some of the structural features of the classical sonata form to illuminate aspects of concepts like evolution or historical cycles
- On a practical level it suggests that any uniform educational approach is likely to serve only a small percentage of children optimally
- Placement in new territory Spectrum classroom or childrens museum offer best assessment of intelligences
- Without understanding evolution one cannot understand the world in which we live, beings today: the merits and perils of cloning; the advisability of genetic counseling, gene therapy, and varjous forms of eugenics believe that everyone ought to gain an understanding of rich works like Figaro--their intricate artistic languages, their portrayals of credible characters with deeply felt human emotions, relevant to the deCisions that we make as citizens: which arts, artists, and other creative individuals to support; how to support them; how best to encourage new works;. whether there are artistic creations that ought to be censored or regulated, and, if so, by 'whom; whether the arts should be taught in school, after school, or not at all. can we participate knowledgeably in contemporary discussions (and decisions) about the culpability of various individuals and countries in the Second World War. Only with such understanding can we ponder the responsibility of human beings everywhere to counter current efforts at genocide in Rwanda and the former Yugoslavia and to bring the perpetrators to justice. The ways of thinking-the disciplines_that have developed over the centuries represent. our best approach to almost any topic. Without such understanding, people cannot participate fully in the world in which tJ:1ey-we-live. One might! think that at least _ome understanding of these wellknown topics is widespread. It is therefore sobering to discover that theory of evolution is considered to be false by one out of eve_y two Americans, and even by 20 percent of science educators. According to the noted scientist Carl Sagan, only 9 percent of Americans accept that humans have evolved slowly from more ancient beings without any divine interven_on. As for the Holocaust, about one-third of all Swedish high school students believe that the Holocaust did not take place. Comparable skepticism (if not outright denial) is expressed by various American groups; 20 percent of Amerjcans admit that they do not know what happened in the .Holocaust and 70 percent wish that they were better informed about it. Robert Simon, who teaches philosophy at Hamilton College, report_ that anywhere from 10 to 20 percent of his American students cannot bring themselves to say that the Nazi attempt at genocide was wrong.. .
- 1. The Canon Pathway. Inspired by Allan Bloom, William Bennett, and Lynne Cheney. For those who desire a system that features traditional American (and Western) historical and artistic values. Students from all over the country will have read the same books and be able to discourse on American constitutional and historical issues. Citizens of France will most readily recognize and perhaps resonate to this pathway, though of course French "Canonites" will be reading Victor Hugo and Jean-Jacques Rousseau rather than James Madison and Mark Twain.. Similarly, other things being equal, for Brazil, Singapore, or South Africa. 2. The Multicultural Pathway. Inspired by James Banks, Jesse Jackson, Ronald Takaki, and many recently formed university departments. For those who desire a system that features the nature and identities of America's chief racial and ethnic groups. Students will study their own cultures and compare them with other groups, particularly those that have hitherto received unfair treatment at the hands of America's majority population. . 3. The Progressive Pathway. Inspired by John Dewey, Francis Parker, and Deborah Meier. For those who desire a system in which individual differences and growth patterns are respected, the curriculum grows out of community concerns, and democratic values are lived, not merely studied. Students will be genuinely involved in community activities and will seek to create and sustain a school community that embodies democratic values. 4. The Technological Pathway. Inspired by Bill Gates, Louis Gerstner, and much of the American corpo_ate-financial world. For those who believe that America must maintain its competitive edge, and that mastery of technologies represents the best way to ensure a well-trained and flexible workforce. In ,these schools, the particular curricula will be less important than immersion in a full range of technologies. Students will learn to use these technologies-for example, to create and critique media products. 5. The Socially Responsible Pathway. Inspired by assorted civic organizations, including environmentally oriented groups, agencies that foster social entrepreneurship, and the Educators for Social Responsibility. For those who are conscious of the world's enormous social and economic problems and want to encourage the development of human beings who will be actively involved in improving the world. In these schools, the curricular focus falls on national and global issues that are susceptible to solution. 6. The Understanding Pathway. Inspired by Socrates and presented in this book. For those who believe that human beings have a desire to explore and to understand the most fundamental questions of existence, and that curricula ought to be organized around the tackling of these epistemological concerns-familiarly, the true, the beautiful\\ and the good. Students in this pathway visit and revisit these classical questions, armed, in succession, with literacy skills, disciplinary skills, and the possibility of multidisciplinary or interdisciplinary approaches. They exhibit their understandings publicly; they are motivated to ponder these questions, and their interconnections, well after formal schooling has ended: