Multiple Intelligence: Its uses and implication in Education Abstract
An overview of Gardner’s theory on Multiple Intelligences is presented. This is shown to question and challenge the current bias of schooling towards language and logic. Some implementations of the theory are also considered, and general educational implications of the theory summarised. Theory of Multiple Intelligences has several implications for teachers in terms of classroom instruction. The theory states that all seven intelligences are needed to productively function in society. Teachers, therefore, should think of all intelligences as equally important. This is in great contrast to traditional education systems which typically place a strong emphasis on the development and use of verbal and mathematical intelligences. Thus, the Theory of Multiple Intelligences implies that educators should recognize and teach to a broader range of talents and skills. Another implication is that teachers should structure the presentation of material in a style which engages most or all of the intelligences. If so, this kind of presentation not only excites students about learning, but it also allows a teacher to reinforce the same material in a variety of ways. By activating a wide assortment of intelligences, teaching in this manner can facilitate a deeper understanding of the subject material. Since everyone is born possessing the seven intelligences, all students will come into the classroom with different sets of developed intelligences. This means that each child will have his own unique set of intellectual strengths and weaknesses. In this regard, teacher should be smart enough to identify the area of smartness of the child and treat accordingly. Background of the study
I personally feel that parents and teachers have recognized for years that different children learn in different ways. I being a teacher working for seventeen years too identified the children that excel in very specific areas while that same child can be challenged to complete other activities. It challenged me that there is a need to study the child in deeper level to explore their areas of potentiality and try to nourish it so that they will be valued one way or the other. In doing so, no one will be left behind. Since we need the expert of all the areas and we know that one individual cannot be the expert of all areas, there is a great challenge to us; the educators to foster all the areas of intelligence among our children. In doing so, we will be preparing competent manpower with their areas of interest as well.
Therefore to know about it, I took the help of “The theory of Multiple Intelligences” which was developed by Howard Gardner of Harvard University in 1983. This theory has particularly strong implications in the classroom, because if we can identify children's different strengths among these intelligences, we can accommodate different children more successfully according to their orientation to learning. What is Multiple Intelligence?
First of all before getting into Multiple Intelligence, we must know about what Intelligece is? And then we will be able to discuss about what Multiple Intelligence is? According to (wikipedia, 2013), intelligence is derived from the Latin verb intelligere. A form of this verb, intellectus, became the medieval technical term for understanding, and a translation for the Greek philosophical term nous. This term was however strongly linked to the metaphysical and cosmological theories of teleological scholasticism, including theories of the immortality of the soul, and the concept of the Active Intellect (also known as the Active Intelligence).
This entire approach to the study of nature was strongly rejected by the early modern philosophers such as Francis Bacon, Thomas Hobbes, John Locke, and David Hume, all of whom preferred the word "Understanding” in their English philosophical works. Hobbes for example, in his Latin De Corpore, used...
References: Armstrong, T. (1993). 7 Kinds of Smart: Identifying and Developing Your Many Intelligence. New York: plume.
Armstrong, T. (1994). "Multiple Intelligences: Seven Ways to Approach Curriculum". Educational Leadership. New York: Plume.
Berman, M. (1998). A Multiple Intelligences Road to an ELT Classroom. Wales,UK: Crow House Publishing Limited.
Campbell, B. (1989). Multiplying intelligences in the classroom. . (Vol. IX).
Campbell, B. (1990). The research results of a multiple intelligences classroom (Vol. XI). On the Beam.
Campbell, L. C. (1999). Teaching and learning through multiple intelligences . New York: Allyn and Bacon .
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.
Gardner, H. (1999). Intelligence reframed. New York: Basic Books.
Lawrence, D. (1996). Enhancing self-esteem in the classroom (2nd ed.). London: PCP Ltd .
Tanner, R. (2001). Teaching intelligently, English Teaching Professional (Vol. 20).
Thompson, H. (1999). Retrieved from http://www.arches.uga.edu/~hmt/webwrite/home.html
Veenema, S., & Gardner , H
Weber, E. (1995). Creative learning from inside. ., Vancouver, BC.: EduServ Inc.
Weber, E. (1995). Creative learning from inside. Vancouver, BC: EduServ Inc.
Please join StudyMode to read the full document