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Review of Frames of mind: The theory of multiple intelligences .
Abstract
Reviews the book, Frames of Mind: The Theory of Multiple Intelligences by Howard Gardner (1983). This is a delightful and entertaining book. Educated lay readers will thoroughly enjoy it and carry away with them many interesting and amusing anecdotes about human functioning and the vagaries of the human mental apparatus. Psychologists of all persuasions will find much to savor, reflect on, and disagree with. The book is primarily an opinion piece, a collection of anecdotes and reports on a large number of interesting scientific projects currently under way in a variety of psychological laboratories. This book does not, a s a number of advanced commentators suggest on the book jacket, put to rest the concept of IQ. However, unlike most books written on the subject, it is a very useful and stimulating contribution to the intelligence controversy. I recommend it enthusiastically. (PsycINFO Database Record (c) 2013 APA, all rights reserved)
... Pandangan Howard Gardner dituangkan dalam buku Frames of Mind: The theory of multiple intelligences (1983). Buku tersebut Gardner membahas teori multiple intelligences yang mengemukakan tujuh kecerdasan dasar pada diri manusia yang sangat bermanfaat dalam kehidupan (Bornstein & Gardner, 1986;Bouchard, 1984). Namun demikian pada tahun 1999, Howard Gardner mengembangkan teorinya dan menambahkan satu kecerdasan lagi yaitu kecerdasan natural yang belum di sebutkan sebelumnya, sehingga teori kecerdasan majemuk menjadi 8 jenis kecerdasan (Sari, 2019). ...
Kecerdasan majemuk merupakan kecerdasan umum yang dimiliki oleh seseorang. Tujuan dari penelitian ini yaitu untuk mengetahui hubungan kecerdasan majemuk dengan persepsi kesehatan reproduksi di Madrasah Aliyah Negeri (MAN) 3 Kota Jambi tahun 2020. Penelitian ini menggunakan pendekatan cross sectional. Populasi dalam penelitian ini yaitu seluruh siswa kelas X dan XI MAN 3 Kota Jambi sebanyak 353 orang dan jumlah sampel sebanyak 78 orang. Teknik pengambilan sampel menggunakan stratified random sampling. Analisis data yang digunakan adalah analisis univariat dan bivariat. Hasil penelitian menunjukkan bahwa adanya hubungan yang bermakna antara kecerdasan majemuk dengan perilaku kesehatan reproduksi di MAN 3 Kota Jambi dengan nilai p value 0,026. Harapannya, MAN 3 Kota Jambi memberikan informasi tentang persepsi kesehatan reproduksi agar dapat membantu dalam memberikan informasi tentang pentingnya memahami permasalahan kesehatan reproduksi pada remaja.
... A similar argument can be made for personality: character and temperament are terms by which we indicate the personological characteristics of an individual, and it is common experience to hear talk of temperament even in reference to children in the first days of their lives. Personality characteristics would be 50-55% genetically based [Bouchard, 1984;Tellegen et al. 1988]. So, to the question "Is one born a leader" we can answer that every individual at birth may possess, to a greater or lesser extent, the potential to be a leader. ...
The issue of leadership is one of the most topical. The focus of the research is on identifying the characteristics a person must possess to be a leader, where the term indicates anyone who has a role in coordinating and guiding a group of people. In a globalised world in which production processes are carried out by teams of people, the possibility of identifying people with leadership skills or, better still, of training people to be leaders acquires fundamental importance. The article attempts to identify the intellectual, personality, emotional and relational characteristics of a leader and suggest ways to 'educate' for leadership, highlighting the centrality of psychology in the study, identification and enhancement of these characteristics.
... Çoklu zekâ kuramı ile ilgili yapılan en önemli eleştiri, kuramın bilimsel kanıtlar tarafından desteklenmediği şeklindedir. Kuramı oluştururken eğitim, psikoloji, antropoloji ve diğer alanlardan yüzlerce kaynağa atıfta bulunan Gardner (1983)'in, sadece kuramını destekleyecek içeriklere atıfta bulunduğunu söyleyen araştırmacılar bulunmaktadır (Bouchard, 1984;Scarr, 1985;Snow, 1985). Yine bu konuyla ilgili yapılan eleştirilerde, kuramın çoğunlukla beyin hasarı olan kişiler ile yapılan vaka çalışmaları ile ünlü bilim adamları ve sanatçıların biyografilerinden alıntılar gibi anekdotlara dayanarak oluşturulduğu söylenmektedir. ...
... Before English teaching, the English teachers usually need to design the teaching works; teaching design contains three parts, the specific content is given in Figure 6 [11]. AT first, teachers need to analyze students' personality, learning motivations, learning interests, and other learning situations; then, after figuring out the learning features and requirements of students, teachers need to analyze and research the teaching content based on the syllabus and curriculum standards; on this basis, the designed English course needs to meet the teaching goals, and teachers need to design the specific teaching strategies, and the specific teaching techniques and activities for different teaching contents; in addition, scientific and reasonable teaching evaluation methods and standards should be designed to ensure that the teaching activities could be carried out smoothly and the teaching goals could be achieved [12]. ...
The new curriculum reform defines the all-round development of students as the main goal of English teaching. This paper applied the theory of multiple intelligences to English teaching, and evaluated the effect of English teaching based on this theory. Firstly, a survey was conducted in the colleges of a Chinese province, the current state of college English teaching was analyzed, and the results revealed a few problems in college English teaching, such as the lack of diversity in teaching modes and effects, and the weak interest of students in English learning. Based on the survey results, the authors specified the flow of English teaching design and the evaluation system of teaching effect, drawing on the theory of multiple intelligences. Then, an empirical analysis was carried out to comparatively examine our evaluation method for English teaching effect. The results indicated that our method can practically and effectively enhance students’ interest and motivation for English learning, and improve the quality of English teaching. The research results provided a reference for the reform of college English teaching and the all-round development of students.
... In conclusion, like Gardner's (1983) Frames of Mind, this volume is more of a literary exercise than an exposition emanating from sound scientific inquiry. This is not only our view but also appears to reflect the consensus of methodologically sophisticated reviewers of Gardner's work (Bouchard, 1984 ;Carroll, 1993 ;Messick, 1992 ;Scarr, 1985 ;Snow, 1985). Certainly, this volume does nothing to alleviate Sternberg's (1994) concern with respect to Gardner's seven intelligences : ...
... To velja zlasti za emocionalno inteligentnost (Bar-On, 1997; Bar-On in Parker, 2001; Goleman, 1995; Salovey in Mayer, 1990), moralno inteligentnost (Coles, 1997Coles, , 1999 Hass, 1998), eksistencialno inteligentnost (Gardner, 1999), duhovno inteligentnost (Buzan, 2001; Gardner, 1999; Zohar in Marshall, 2000) in sorodne konstrukte, ki se pojavljajo bodisi v ožjih teoretskih modelih, nekateri med njimi pa se pojavljajo tudi v širših modelih multiple inteligentnosti (Gardner, , 1999 Buzan in Keene, 1997). Takšno širjenje koncepta inteligentnosti je naletelo na veliko kritik (Bouchard, 1984; Brody, 1992; Carroll, 1993 Carroll, , 1997 Eysenck, 1994; Fodor, 1983 Fodor, , 1985 Gardner, 1993 Gardner, , 1998 Guskin, Peng in Simon, 1992; Klein, 1997 Klein, , 1998 Kline, 1991; Matthews, 1988; Morgan, 1992; Peterson, 1997; Richardson, 1991; Scarr, 1985; Smerechansky-Metzger, 1995; Smolucha, 1993; Sternberg, 1983 Sternberg, , 1988 Sternberg, , 1991). Med navedenimi področji »inteligentnosti« pogosto ni nobene korelacije (Carroll, 1993Carroll, , 1997 Jensen, 1998 Jensen, , 1999) in za nekatera med njimi lahko upravičeno dvomimo, ali sploh predstavljajo sposobnosti (Jensen, 1998Jensen, , 1999). ...
... Schon kurz nach Erscheinen des ersten Buchs zu den «MI» meldeten sich Kritiker zu Wort (z. B. Bouchard, 1984; Brody, 1992, S. 34–40; Messick 1992; Scarr, 1985; Snow, 1985). Seitdem wurden – aus variierenden Perspektiven – vielfältige Einwände zur «MI»-Theorie vorgebracht (z. ...
Howard Gardner's "Multiple Intelligences" ("MI") are very popular, especially among teachers and professional educators. Gardner repeatedly claims that his "MI" have a sound theoretical basis and are independent from each other as well as from the general intelligence g. Furthermore, he claims that the "MI"-theory has a higher impact than the classical conception of intelligence (IQ) for educational and predictive purposes. The evidence collapses, however, upon close examination. The critique emphasizes the following points: The "MI"-theory provides few new insights and is based on selective criteria. The "MI" correlate substantially with each other and with g, thus contradicting the prediction based on the theoretical speculations. Gardners assertions are based on a biased review of research findings, and his theory rests on anecdotic evidences and not on sound empirical research. Further critical points center on the concept's premature educational popularisation, on insufficient assessment procedures, on unevaluated practice, and on lack of empirical validation.
Theories of different and independent types of intelligence constitute a Lakatosian research program, as they all claim that human intelligence has a multidimensional structure, consisting of independent cognitive abilities, and that human intelligence is not characterized by any general ability that is of greater practical importance, or that has greater predictive validity, than other, more specialized cognitive abilities. This paper argues that the independent intelligences research program is degenerating , since it has not led to novel, empirically corroborated predictions. However , despite its flaws, the program provides an illustrative example of some of the philosophical problems that inhere in Lakatos's so-called "methodology". Indeed, Lakatos's conceptions of the negative heuristic, the positive heuristic, and the relationship between scientific appraisal and advice are all vulnerable to objections. The upshot is that theories of independent intelligences indeed teach us more about philosophy of science than about the nature of human intelligence.
Dieses Kapitel erläutert die psychologischen und forschungsmethodischen Grundlagen des Marburger Hochbegabtenprojekts sowie seine Fragestellungen
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[This chapter describes and discusses the fundamentals, research questions, and methodological features of the Marburg Giftedness Study]
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