To the point This list is available in the Power Point presentation that accompanies this chapter. Project the above list on the board and compare it to the student answers to see if there are similar words. There usually are many similarities.
Introspection This area has to do with introspective and self-reflective capacities.
This refers to having a deep Gardner s multiple intelligence of the self; what one's strengths or weaknesses are, what makes one unique, being able to predict one's own reactions or emotions. Naturalistic[ edit ] Not part of Gardner's original seven, naturalistic intelligence was proposed by him in It seems to me that the individual who is readily able to recognize flora and fauna, to make other consequential distinctions in the natural world, and to use this ability productively in hunting, in farming, in biological science is exercising an important intelligence and one that is not adequately encompassed in the current Gardner s multiple intelligence.
This ability was clearly of value in our evolutionary past as hunters, gatherersand farmers ; it continues to be central in such roles as botanist or chef.
Spiritual intelligence Gardner did not want to commit to a spiritual intelligence, but suggested that an "existential" intelligence may be a useful construct, also proposed after the original 7 in his book. For example, the theory postulates that a child who learns to multiply easily is not necessarily more intelligent than a child who has more difficulty on this task.
The child who takes more time to master multiplication may best learn to multiply through a different approach, may excel in a field outside mathematics, or may be looking at and understanding the multiplication process at a fundamentally deeper level. Intelligence tests and psychometrics have generally found high correlations between different aspects of intelligence, rather than the low correlations which Gardner's theory predicts, supporting the prevailing theory of general intelligence rather than multiple intelligences MI.
This challenges the notion of fixed or static intelligence levels that general intelligence tests measure. More importantly, it challenges the notion that intelligence test scores are an accurate predictor for future ability. Definition of intelligence[ edit ] One major criticism of the theory is that it is ad hoc: This practice has been criticized by Robert J.
Sternberg  Eysenck and Scarr. He originally defined it as the ability to solve problems that have value in at least one culture, or as something that a student is interested in. He then added a disclaimer that he has no fixed definition, and his classification is more of an artistic judgment than fact: Ultimately, it would certainly be desirable to have an algorithm for the selection of an intelligence, such that any trained researcher could determine whether a candidate's intelligence met the appropriate criteria.
At present, however, it must be admitted that the selection or rejection of a candidate's intelligence is reminiscent more of an artistic judgment than of a scientific assessment.
Gardner argues this causes the former to be needlessly aggrandized. Certain critics are wary of this widening of the definition, saying that it ignores "the connotation of intelligence Thus, studying intelligence becomes difficult, because it diffuses into the broader concept of ability or talent.
Gardner's addition of the naturalistic intelligence and conceptions of the existential and moral intelligences are seen as the fruits of this diffusion. Defenders of the MI theory would argue that this is simply a recognition of the broad scope of inherent mental abilities, and that such an exhaustive scope by nature defies a one-dimensional classification such as an IQ value.
The theory and definitions have been critiqued by Perry D. Klein as being so unclear as to be tautologous and thus unfalsifiable. Having a high musical ability means being good at music while at the same time being good at music is explained by having a high musical ability.
The Richez's studies show a gap between Chinese thought and Western thought. Those are greek-Latin inventions Platon.
Now that you can see these eight different types of intelligence, you can begin to adjust your teaching/tutoring methods to match your learner's (or learners') strengths. by Wendy Fischman and Howard Gardner When hearing about our ambitious national study of higher education (click here for more information), colleagues often ask us how we went about carrying out the study and how we will analyze the various kinds of data and draw conclusions. Key Concepts. Developed by Harvard psychologist Howard Gardner in and subsequently refined, this theory states there are at least seven ways (“intelligences") .
Neo-Piagetian criticism[ edit ] Andreas Demetriou suggests that theories which overemphasize the autonomy of the domains are as simplistic as the theories that overemphasize the role of general intelligence and ignore the domains. He agrees with Gardner that there are indeed domains of intelligence that are relevantly autonomous of each other.
In Demetriou's theory, one of the neo-Piagetian theories of cognitive developmentGardner is criticized for underestimating the effects exerted on the various domains of intelligences by the various subprocesses that define overall processing efficiency, such as speed of processingexecutive functionsworking memoryand meta-cognitive processes underlying self-awareness and self-regulation.
All of these processes are integral components of general intelligence that regulate the functioning and development of different domains of intelligence.
Their functioning both channels and influences the operation of the general processes. In this context, humans are contrasted to social insects that indeed have a distributed "intelligence" of specialists, and such insects may spread to climates resembling that of their origin but the same species never adapt to a wide range of climates from tropical to temperate by building different types of nests and learning what is edible and what is poisonous.
While some such as the leafcutter ant grow fungi on leaves, they do not cultivate different species in different environments with different farming techniques as human agriculture does.
It is therefore argued that human adaptability stems from a general ability to falsify hypotheses and make more generally accurate predictions and adapt behavior thereafter, and not a set of specialized abilities which would only work under specific environmental conditions.
He argues the importance of assessing in an "intelligence-fair" manner. While traditional paper-and-pen examinations favor linguistic and logical skills, there is a need for intelligence-fair measures that value the distinct modalities of thinking and learning that uniquely define each intelligence.7 Intelligences.
The multiple intelligence theory is a cognitive perspective of human nature that suggests that people have preferred learning styles, in addition to their natural strengths and their behavioural and working styles. Multiple Intelligences: Gardner's Theory.
Brualdi ERIC/AE. Arguing that "reason, intelligence, logic, knowledge are not synomous", Howard Gardner () proposed a new view of intelligence that is rapidly being incorporated in school curricula.
Multiple Intelligences Self-Assessment. This quiz asks 24 questions and will take less than five minutes to complete. Try not to think too hard -- just go with your first thought when describing your daily activities and interests. By the end, you may have some new insights into the way you think.
Now that you can see these eight different types of intelligence, you can begin to adjust your teaching/tutoring methods to match your learner's (or learners') strengths. "Intelligence is the ability to find and solve problems and create products of value in one's own culture."-Dr.
Howard Gardner. Learn more about the theory of multiple intelligences on Howard Gardner's only website devoted specifically to MI news and information.