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Multiple Intelligences education must
ultimately justify itself in terms…
Multiple Intelligences education must
ultimately justify itself in terms of enhancing human understanding
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Entry points begins by considering which entry points might succeed in attracting the interest and attention of diverse students
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Quantitative/numerical
who are intrigued by numbers:
the insights into size, ratio, and
change
Evolution
incidence of different individuals or species in different ecological niches and how those aggregates change over time
Holocaust
movement of individuals to various camps, the survival rates at each, the comparisons of the fates of Jews and other victim groups in different cities and nations
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Aesthetic
who are inspired by works of art or by materials arranged in ways that feature balance, harmony, a carefully designed composition
Evolution
tree of evolution, with its many branches and
interstices
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Hands-on
those who like to build something, manipulate materials, carry
out experiments
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Social
individual as a single person: opportunity to assume different roles, to observe others’ perspectives
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Holocaust
how would the Germans have reacted had the Allies blown up the train tracks that led to a concentration camp
Telling analogies which kinds of examples, analogies, and metaphors might convey important parts of the topic in ways that are powerful and not misleading
places students directly in the
center of a disciplinary topic: to come up with instructive analogies, drawn from material that is already understood, that can convey important aspects of the less familiar topic
Evolution
history or arts: Societies change over time, sometimes gradually, sometimes apocalyptically
Holocaut
The effort to annihilate a people can be analogized to the eradication of traces of an event or even of an entire civilization
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Analogies can be powerful, but they can also mislead
Approaching the core seeks to find a small family of literally appropriate representations that, taken together, provide a rich and differentiated set of representations of the topic under consideration
Can one use knowledge about individual differences in strengths and modes of representations to create educational approaches that can convey the most important, the “core notions” of a topic in a reliable and thorough manner?
First off, one must acknowledge that there cannot be a formulaic approach. Every topic is different – just as every classroom context is different – and so each topic must be considered in terms of its own specifi c concepts, network of concepts, issues, problems, and susceptibilities to misconception.
topics do not exist in isolation – they come from and are, to some extent, defined by the ensemble of existing and emerging disciplines
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smorgasbord
theory of multiple intelligences provides an opportunity, so to speak, to transcend mere variation and selection
which intelligences, which analogies, which examples are most likely both to capture important aspects of the topic and to reach a signifi cant number of students
I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions.
Many topics are important but I would argue that evolution and the Holocaust are especially important. They bear on the possibilities of our species – for good and for evil. A student needs to know about these topics not primarily because they may appear on an examination but rather because they help us to chart human possibilities
KNUD, Illeris. 2009. Contemporary Theories of Learning: Learning theorists - in their own words. British Library - Chapter 7 - Multiple approaches to understanding. Written by Howard Gardner.