Book

Frames of Mind: The Theory of Multiple Intelligences

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... They purported giftedness to include superior mental self-management, the ability to sort out relevant from irrelevant information, combining pieces into a whole, and making connections between new information and prior knowledge. Howard Gardner (1983) suggested the concept of Multiple Intelligences, stating that there are several domains of thinking and that a person may be stronger in some than in others. ...
... Three-Stage Model), Renzulli (1977) who developed the Enrichment Triad Model. Then there is Gardner's (1983) Theory of Multiple Intelligences, Gagne's (1985) Differentiated Model of Giftedness and Talent, Sternberg's (1986) (Dweck and Leggett, 1988;Renzulli, Kohler, and Fogarty, 2002). ...
... It is also not accurate to assume that a person must have an exceptional IQ to be gifted. While this is one way to identify giftedness, there are many others as well (Matthews & Dai, 2014;Gardner, 1983;Renzulli, 1997;Sternberg, 1986). In fact, some people still adhere to the old notion that giftedness is genetic as described by Galton in 1869. ...
... Frames of Mind by Howard Gardner (1983) came out due to a nonprofit institution dedicated to the cause of disabled children and youth, The Bernard van Leer Foundation, in the Netherlands. In 1973, the foundation asked the Harvard Graduate School to investigate the human potential and its realization. ...
... Howard Gardner has studied the development of symbolic skills in normal and gifted children, and the impairment of such skills in brain-damaged adults. Frames of Mind, the first book of the project, not only draws on psychological research but also on the biological sciences and on findings about the development and use of knowledge in different cultures (Gardner, 1983 ...
... But only the individual with an intact left hemisphere can decode sentences where the critical difference in meaning inheres wholly in syntactic cues (Gardner, 1983): ...
Thesis
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This research aims to explore how Secondary Bilingual Schools in the Community of Madrid develop their work and whether they make use of the Theory of Multiple Intelligences as a tool to facilitate students? learning. These intelligences are bodily-kinesthetic, musical, linguistic, logical-mathematical, spatial, interpersonal, intrapersonal and naturalist. Our work will focus on bodily kinesthetic intelligence. The first part of the study explores the work which has been carried out by teachers, students and language assistants. To do so, we have administered questionnaires and observed classes. The second part of the research extends the investigation to find out if ballet dancers and flamenco dancers have a significant improvement in the domains of phonetics and chemistry when trained with the aid of dance. Both groups will be compared with the control group (a group of regular students, who will receive the same training through a traditional method). Finally, it is shown head teachers are not aware of MI and its benefits to the class. Although teachers sometimes rely on music and dance in their classes, the reason is merely to motivate students rather than knowledge about MI Theory. With regard to assessment, all teachers agreed that assessments are important. Concerning language assistants, we unearthed that the BEDA program and the Franklin Institute have more prepared assistants (compared to the public school) as both institutions train their assistants for one year and are more aware of MI principles than head teachers. 80% of Franklin assistants take into account their students? strengths and weaknesses. With respect to students, 40 % of public schools students and the totality of BEDA students benefit from music and dance in the classroom and all students without exception enjoy learning through these aids. The fact that most students understand their classes in English and all of them were able to understand and answer the questionnaire of this study in English, show us that the bilingual program is efficient to teach a second language and that students are able to express themselves in the L2 as well. However, most students showed a strong Spanish accent. As evidenced in the results, training is an effective way to improve both pronunciation and chemical elements. A great improvement can be observed after each posttest, mainly in the experimental groups in which dance was used as a potent stimulus to help students to better intake the content.
... Motivation, to a great extent, energizes human behavior and "gives it direction" (Dörnyei, 1998, p. 117). In language learning, motivation exerts a significant impact (Gardner, 1985;Gardner, Masgoret, Tennant, & Mihic, 2004;Guthrie & Wigfield, 2000;Lightbown & Spada, 1993). As far as learning a language is concerned, Dörnyei and Ottó (1998) defined motivation in second language learning as "the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritised, operationalised and (successfully or unsuccessfully) acted out" (p. ...
... Several theories of L2 acquisition have acknowledged the importance of motivation. The first of them is Krashen's Monitor Theory (1981, 1982, 1985Dulay, Burt, and Krashen, 1982), which includes the Affective Filter Hypothesis, based on the significance of emotional factors and motivation as key elements which control language acquisition processes (Dulay, Burt, and Krashen, 1982: 4): "When a student is exposed to a new language, the first internal hurdles are posed by the individual's emotional state and motivations ... filtering sources are the individual anxiety levels, peer identification, and general motivation to learn a language. Together, they make up what we have called the "Affective filter" or simply "Filter". ...
... During this period, Gardner developed the socio-educational model while Clément and colleagues explored the theory of linguistic self-confidence . Gardner's motivation theory and motivation test The major principle of Robert Gardner's motivation theory was that "students' attitudes toward the specific language group are bound to influence how successful they will be in incorporating that language" (Gardner, 1985, p. ...
Research
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This study presents an overview of the most influential theories of Motivations in L2. The study discusses the development of Motivations theories from mainstreams psychology into their development into language learning and L2. The paper presents an extensive empirical studies that were conducted a round the world to the show the relation of motivations and learning.
... Howard Gardner. Menurut (Gardner, 1983) Kesembilan kecerdasan itu yaitu kecerdasan linguistik, matematis logis, spasial, kinestetis, jasmani, musikal, interpersonal, intrapersonal, naturalis dan moral-spritual. Keberagaman kecerdasan yang dimiliki setiap peserta didik saat ini sering disebut sebagai kecerdasan majemuk atau multiple intelligences. ...
Article
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The research aims to analyze the validity of the high-intelligent learner's worksheet. This study helps in producing a worthwhile innovation product used in learning, which is the intelligence-oriented sheet of each learner to increase the learning result. The study uses an exploratory type method that focuses on the multiage-based learner's worksheet with the objective of seeing and measuring in-depth worthiness on the multi-intelligence intelligence learner's worksheet through the expert validator and practitioners. This research can be used as a model for research and development (r & D), so the multi-intelligence intelligence resource worksheet that was developed is worthy of use. In the analysis, there were three validators, consisting of one expert validator and two practitioners. To analyze the feasibility of the multi-intelligence learner's worksheet, we used validation questionnaire. Based on valification analysis and instrument charging data by expert tests and good practitioners of design and materials, it suggests that the multi-intelligence intelligence education worksheet is judged with an average score of 4.66, which is perfectly valid. So it can be concluded that the high-intelligence learners' worksheets can be used in learning.
... Sino que implicaba a las emociones y la influencia que tienen en diferentes ámbitos en que se encuentra implícito el ser humano. Gardner (1983), había planteado que no existía una inteligencia. Fundamental para el éxito en la vida. ...
Book
El documento integra las ponencias realizadas durante el 2o Foro de Educación La Salle Oaxaca. Las temáticas van enfocadas desde la práctica y metodología de la enseñanza, políticas educativas, currículum, planeación educativa, formación profesional, educación en contextos interculturales y gestión educativa.
... (Vrt. Gardner 1983, Dorn 1999, Eisner 2002, Efland 2002 Kognitiivisessa oppimiskäsityksessä erilaisia tiedonhankinnan tapoja lähestytään samanarvoisina: kuvat, äänet ja liikkeet ovat yhtä arvokkaita tapoja tutkia ja esittää todellisuutta kuin sanatkin. Näkemys tukee nykyistä kasvatuskeskustelua, jonka mukaan kaikilla on mahdollisuus erilaisiin tietämisen tapoihin ja siksi niitä kaikkia olisi kehitettävä koulussa. ...
... Part of the appeal of learning in the outdoor environment is the departure from the familiar context of the classroom (Waite, 2011) where one can integrate Gardner's (1983) multiple intelligences and engage all the senses in different ways to the classroom (Beames et al., 2012). For example, outdoor experiences provide opportunities for students to know things in different ways, through listening, taste, touch, sight, smell as well as aesthetically, emotionally, intellectually, physically, and spiritually (Beames et al., 2012). ...
Article
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There is a growing body of empirical evidence documenting the positive effects associated with participation in environmental education and outdoor learning for students, teachers and the wider community. Despite this, there has been a substantial reduction in outdoor learning opportunities for school students, possibly due to the focus on evidenced-based outcomes, high-stakes standardised testing programs, and a lack of teacher knowledge, confidence and expertise in teaching and learning outdoors. Accordingly, this study presents an evidenced based model to support teaching practice. The model will assist teachers in the development and implementation of outdoor learning opportunities and offers applied examples that address curriculum outcomes. A comprehensive literature review methodology was implemented to identify peer-reviewed literature on teaching and learning outdoors and outdoor pedagogies. A thematic synthesis and constant comparative technique enabled development of themes, from which three themes emerged: the environment; the learner; and the educator, which inform the proposed model offered by the authors. The three interrelated components (the environment, the learner and the educator) require consideration for students to gain maximum benefit from outdoor learning experiences. The model, coupled with the applied examples, supports teachers to plan and facilitate immersive outdoor experiences that promote learning.
... Gardner's theory of multiple intelligences includes music as one of the 7 intelligences of a human. He defined the musical intelligence as the ability to produce and appreciate rhythm, pitch and timbre or the understanding of the forms of musical expressiveness [9]. But where does the capability to compose music come from and where in the brain is this capability located? ...
Preprint
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Music is one of the Gardner's intelligences in his theory of multiple intelligences. How humans perceive and understand music is still being studied and is crucial to develop artificial intelligence models that imitate such processes. Music generation with Artificial Intelligence is an emerging field that is gaining much attention in the recent years. In this paper, we describe how humans compose music and how new AI systems could imitate such process by comparing past and recent advances in the field with music composition techniques. To understand how AI models and algorithms generate music and the potential applications that might appear in the future, we explore, analyze and describe the agents that take part of the music generation process: the datasets, models, interfaces, the users and the generated music. We mention possible applications that might benefit from this field and we also propose new trends and future research directions that could be explored in the future.
... importantly, Rose's definition perpetuates the deficit model of disability, ignoring the view that dyslexia has been constructed by the central discourse within education which supports and endorses literacy as a social norm. Gardner (1983) was the first person to suggest that dyslexia may be a different way of learning and therefore a difference rather than a deficit; he believed that linguistic ability was just one of several ways of expressing intelligence (ibid ...
Thesis
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In this thesis I focus on the lived experience of young people with severe dyslexic difficulties in state, mainstream education in England. In considering school as a space where difference is constructed and stigma can be experienced, I draw on sociological theory to explore the kinds of emotional labour (Hochschild, 1979) that school demands from young people, when they have to explain their needs, as well as hide, downplay and negotiate their difficulties. Working with conceptual resources drawn from symbolic interactionism and the work of Foucault and Bourdieu, I explore how discursive and cultural practices form part of the institutional and relational contexts created by policy-makers, parents, teachers and peers and the implications of these for young people's emotional wellbeing and identity. The study contributes to a very small body of existing literature about those whose dyslexic difficulties are most severe and broadens the conversation about young people's experiences at school to consider the wider influences that shape their identities. The empirical basis of the research includes a mixed methods online survey with 474 parents and qualitative research with 15 young people aged 10-19 and their mothers. The findings of the study echo those within the existing literature, suggesting that access to early, evidence-based intervention in primary school makes it possible for young people to move on from a dyslexic identity and progress alongside their peers. However, my research presents a landscape of inconsistency in terms of the distribution and quality of provision, with parents holding government accountable for a lack of investment and varying levels of awareness and understanding of dyslexia among educators. Parents' ability to negotiate access to support was also uneven, reflecting an unequal distribution of economic, cultural and social capital. Mothers emerge as central actors in the management of their children's emotional states, playing a key role in scaffolding them away from notions of deficit towards ideas of difference. Drawing on Reay's interpretation of emotional capital, I also consider classed cultures of parenting as having relevance to an understanding of young people's emotional wellbeing. The role of teachers and trusted adults within the school is also examined, including the vital part they play in mediating institutional discourses through micro interactions with learners. On the basis of these findings, I argue that educators would benefit from opportunities to learn about the emotional impacts of living with severe dyslexic/literacy difficulties, challenging them about normative assumptions regarding difference and deficit. By amplifying positive stories about school, it becomes possible to understand the importance to young people of having their challenges recognised and their abilities and achievements acknowledged, as well as the importance of being able to express their agency, feeling cared for by staff, and a whole-school ethos supporting inclusivity and neurodiversity.
... EI is defined as the ability to understand and empathise with the thoughts and feelings of others (Salovey and Mayer, 1990), or "the appraisal and expression of emotions, assimilation of emotions in thoughts, understanding emotion, and the regulation and management of emotions" (Matthews, Roberts and Zeidner, 2004: 372). EI was developed during the 1990s, and is classed within the context of social intelligence which in turn was developed through the work of Thorndike (1921), Guildford (1956) and Gardner (1983). McPhail (2003: 630) argues that "a developed emotional intelligence is crucial for critically engaging with the world" and Goleman (1995: 105) posits that "market forces that are reshaping our work life are putting an unprecedented premium on emotional intelligence for on-the-job success". ...
Article
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The purpose of this paper is to discuss the impact of emotional intelligence (EI) on motivation, and consequently to address the question of how to help motivate those experiencing unemployment to engage in the job search process by improving their EI. Presently, there is little existing research on the examination of EI and motivation, not to mention a more specific exploration on how EI impacts an individual's capacity to engage in a sustained job search. In order to examine the motivation component for this paper the BIS/BAS scale developed by Carver and White (1994) was adopted. The BIS (behavioural inhibition system) function causes the individual to have feelings of fear, anxiety, and agitation in the face of possible negative outcomes. Conversely, the BAS (behavioural approach system) function creates feelings of joy, excitement, and elation at the prospect of potential outcomes. Questionnaires were supplied to clients of a government funded organisation (Northside Partnership) which provides support to unemployed clients of the service in north county Dublin, Ireland. The findings demonstrated that the more clients are aware of their own emotions, or the better able they are at managing others emotions, the more likely they are to be motivated by the Behavioural Activation System (BAS). The findings also indicated that the greater awareness clients have of other people's emotions, the more they are motivated by the Behavioural Inhibition System (BIS).
... 1.4.1 Theory of Multiple Intelligences Gardner (1983): Gardner defines intelligence as the ability to solve problems and create products in a contextualized natural environment. Gardner contends that it is possible to improve and develop various intelligences that were acquired in certain environments by exposure, stimulation, and training, and that the higher the motivation, the higher the level of intelligence that will be reached. ...
Article
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The uncertainties and risks of high-tech ventures are well known, and, despite the increasing number of start-up companies founded annually, few survive. This study examines the correlation between the entrepreneurial skills and multiple intelligences of entrepreneurs, as well as their influence on success in high-tech ventures. The theoretical foundation of the study is based on Salamzadeh and Kirby’s (2017) venture-creation model and Gardner’s (1983) multiple-intelligences theory. A convenience sample of three hundred entrepreneurs (281 men, 19 women) in different stages of their ventures was evaluated via an online Qualtrics questionnaire. The results indicate that the most successful entrepreneurs have the highest levels of logical intelligence but also the lowest levels of linguistic, intrapersonal, and interpersonal intelligences. Entrepreneurial skills were found to be related to all types of intelligences, as well as to success in entrepreneurial ventures. The study adds to the limited literature on the connection between personal characteristics and the success of entrepreneurial startup companies, and may contribute to improving entrepreneurship education programs. Future research is needed to examine other characteristics of both successful and unsuccessful entrepreneurs across a wider range of venture stages.
... Por ejemplo, algunos expertos la consideran una entidad psicobiológica cuantificable, lo que permite identificar finas diferencias individuales y la clasificación de las personas de acuerdo con su nivel de inteligencia. Otros niegan la existencia de una sola inteligencia (Gardner, 1983;. ...
Book
Este texto constituye una valiosa herramienta para la formación de los psicólogos, pues promueve el juicio crítico y la capacidad reflexiva, fundamentales para tomar las mejores decisiones durante su vida académica y profesional.
... También debemos tener en cuenta que para que los alumnos y alumnas desarrollen estas capacidades una vez estén escolarizados deberían haber recibido, por parte de los padres, el cuidado y afecto primario que es el que les ofrecerá la curiosidad para seguir profundizando en el conocimiento de las cosas (Punset, 2008), por lo que añadimos la necesidad de que los tres años anteriores a su escolarización, estos niños y niñas, los hayan pasado en el seno de su hogar recibiendo el afecto incondicional y la motivación necesaria para predisponerles al aprendizaje. Luego las competencias clave no podrán adquirirse de manera eficaz, aunque este sea el objetivo de nuestro sistema educativo, si antes no encontramos la manera de desarrollar estas cualidades emocionales intrapersonales e interpersonales (Gardner, 1983), sin una asignatura específica de educación emocional perode forma efectiva, es decir de forma no racional (Angelucci, 2005), utilizando el mismo lenguaje que utiliza la emoción, la imaginación y la metáfora (Rossi, 1993;Goleman, 1995;Pérez & Timoneda, 1998;Pinillos & Fuster, 2010), y sirviéndonos de sugestiones positivas (Morales & Gallego, 2004) que permitan al alumno o alumna integrar lo que haya recibido por parte de su entorno familiar, antes y durante su escolarización, para que pueda convertirse en un ser competente para la vida. ...
Article
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El presente artículo reflexiona sobre la necesidad de nuevas herramientas educativas en el aprendizaje competencial ante los mínimos avances obtenidos en los últimos quince años, revisando las conclusiones, recomendaciones y resoluciones del Consejo y la Comisión Europea en materia de educación sobre competencias clave y aprendizaje permanente y justificando la necesidad de asegurar el éxito en el aprendizaje de las competencias emocionales del alumnado para lograr la adquisición del resto de las competencias (Alabau, 2006) y su preparación para la vida adulta en la sociedad del conocimiento. Según investigaciones de la Universidad de Gerona (Pérez & Timoneda, 1998, 2000) y ante la evidencia de que la emoción se gestiona por vías no racionales (Angelucci, 2005) son necesarias herramientas, diferentes a los programas de educación y desarrollo de la inteligencia emocional, que permitan a los docentes incluirlas en su proceso de enseñanza sin necesidad de una asignatura nueva, apoyándonos en el concepto de “utilización” (Erickson, 1958b) de las características propias de la sugestionabilidad (González-Ordi, 1999) y empleando sugestiones positivas (Morales & Gallego, 2004) a través de la relajación (Alcazar, Olivares & Sánchez-Meca, 1998),la metáfora (Goleman, 1995) la visualización y la imaginación (Rossi, 1993; Pinillos & Fuster, 2010).
... Similarly, five of these sites are used to visualize concepts and phenomena in forms such as table diagrams, mind maps, flowcharts, posters, and infographics, thus facilitating learning, making information more permanent, and concretizing the relationships between concepts by visualizing them. The use of such visuals in the English language teaching process contributes to the more effective learning of students with high visual intelligence (Gardner, 2011) and contributes to the development of higher thinking skills of all students (Schraw & Robinson, 2011). ...
Article
Emotions and sentiments are endless elements of life, sometimes people made themselves emotionally strong and sometimes have had bad times. Work overload is considered as negative workplace phenomena that instigates stress among employees. Work overload damages employees' physical health and mental obstruction. Facing such negative environment, emotional intelligence is considered to be a coping strategy to control such negative shocks. This research aimed to examine emotional intelligence, psychological well-being and work overload among private school teachers of Pakistan. The research data was collected from 334 private school teachers using stratified and systematic random sampling. The structural equation modelling (SEM) was used to assess research hypotheses. It was found that emotional intelligence has significant negative impact on employee work overload. Furthermore, intervening analysis were performed and inducted psychological wellbeing (a measure of individual wellbeing) as mediator. SEM Results reported that psychological wellbeing mediates the relationship between emotional intelligence and work overload. The research outcomes provide a safe guidelines for management and policy makers to make their employee self-sufficient and psychological strong.
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This research aimed to find out how the Hospitality Management Faculty Members of Lyceum of the Philippines University and University of Santo Tomas are perceived by their students in terms of knowledge, skills, attitudes and teaching strategies and if there is a significant difference among the students’ perception regarding, knowledge, skills, attitudes and teaching strategies when grouped according to age and sex. This research used the descriptive method and the data gathered was subjected to statistical treatment making use of weighted mean and Mann Whitney U Test. Majority of the respondents’ age were 20 and above, most were female (71.30%). The respondents showed strong agreement that the faculty members are knowledgeable (4.54) which translates as strongly agree. The respondents showed agreement that the faculty members demonstrate execution of complicated skills (4.42), demonstrate attitudes (4.39) that are important in the hospitality industry and teaching strategies (4.42) utilized are varied. When grouped by age, the exhibition of knowledge has a p-value of 0.0164 which rejects the null hypothesis. Its interpretation is that there is a difference between age groups 17-19 and 20 and above. Conversely, Skills (p-value 0.2036), Attitudes (p-value 0.9452) and Teaching Strategies (p-value 0.183) failed to reject the null hypothesis and therefore not significant when grouped according to age. When grouped according to sex, knowledge (p-value 0.4404), skills (pvalue 0.8517), attitudes (p-value of 0.9483) and teaching strategies (p-value of 0.7022), all four fail to reject the null hypothesis. This suggests that there is no significant difference when grouped into sex
Chapter
The teaching of a foreign language in French primary schools became mandatory for all pupils from the age of six upwards, from September 2016. The consequence of this reform was that primary school teachers, irrespective of their L2 language skills, were to teach a foreign language for one and a half hours per week. This new official framework also had an impact on the curriculum in Teacher Training Institutes throughout France. In order to qualify as a primary school teacher and be given tenure, students must obtain a Master’s degree in Teaching and Education, pass a highly competitive examination and validate a CEFR B2 level in a foreign language, although English is predominantly taught. With the introduction of this framework, student teachers now had to be trained to teach this new ‘subject.' This chapter will be concerned with the benefits and challenges of learning and teaching English in primary schools in France, focusing primarily on the training of future primary teachers.KeywordsPrimary educationTeacher trainingEFLStudent teachers
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This chapter offers the background of this book, as well as its scope, research problems, theoretical rationaletheoretical rationale, purposes, and significance. This book conceptualizes music education in early childhood by grounding current theoretical discussionstheoretical discussions of “globalization,” “localization,” “nationalization,” “teacher self-efficacy,” “play”, and “teacher education.” It is situated in the broader intellectual attempt to understand the complex relationship between globalization, education policymaking, and pedagogical practices. Music education in postcolonial Hong Kong has undergone dramatic changes, including the development of national identity through music educationnational identity through music education. Further, the latest Kindergarten Education Curriculum Guide has stated that moral education and play-based learning, should be integrated into the pedagogical practices of all major study areas. The analysis of historical context, political influences, educational practiceseducational practices, and belief systems of teachers within Hong Kong’s early childhood education subsystem should provide fertile ground for a thorough understanding of the meaning and implications of global education reform at multiple levels.
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The interrelationship among art, intelligence, and machine has important implications for the visual arts as part of a general education. Here, Frederic Fol Leymarie (FFL), a computer scientist and engineer at Goldsmiths College, and Seymour Simmons III (SS3), an artist and art educator from Winthrop University, South Carolina, discuss these issues and the value of sustained cross-disciplinary conversations in addressing challenges in the 21st century.
Chapter
This chapter exemplifies the interplay between policy reforms and teachers’ responses in pedagogical practices through the perspective of postcolonial Hong Kong. I first consider, from a historical and cultural perspective, the policy reforms that have impacted early childhood education in Hong Kong. Next, I discuss the challenges to the pursuit of high-quality music education in early childhood. Finally, I critically examine early childhood teachers’ beliefs in music education, as well as sources of self-efficacy for teaching music based on Bandura’s theory of sources of self-efficacy. Data were drawn from questionnaires and in-depth interviews with early childhood teachers. Both the level and sources of teacher self-efficacy (e.g., enactive mastery experience, verbal persuasion, vicarious experiences, and physiological and affective states) were examined. Aligning with Bandura’s social cognitive theory, each of the four sources of self-efficacy contributed to the development of teacher self-efficacy regarding music in relation to policy reforms in education.KeywordsPostcolonial educationPolicy reformMusic pedagogy Self-efficacy sources Childhood music Play-based learning
Article
The field of giftedness legitimates itself on the basis of correlations of gifted-identification measures with future success that do not mean what they often are taken to mean. When one views the inadequacies of these correlations, the field turns out to be much like the emperor who had no clothes. This essay reviews some of the assumptions upon which the legitimacy of much of the field, at least in practice, bases itself, and concludes that because many assumptions are inadequate, so are certain widespread practices of the field. In particular, the fact that measures used in gifted identification predict future success, as measured by conventional societally sanctioned indices of success, does not suggest that those measures actually are complete or even adequate for gifted identification. Society needs new directions for theory, research, and practice.
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Kindergarten teachers use art-based activities and practices because they are useful and functional in learning processes and they help learning in other subject areas. While teachers allocate great deal of classroom time for art practices, an art curriculum is not required or enforced at kindergarten level. The objective of this study was to examine kindergarten curriculum, and to clarify at what extent curriculum objectives and learning outcomes met art education learning outcomes specified for elementary level art education state standards. Document content analysis and descriptive survey questionnaire were used to collect information. Content analysis method was also employed to examine classroom applications and practices. Kindergarten curriculum and visual arts curriculum were also compared and analyzed in relation to teacher responses. The study clarified a need for an art integrated approach to kindergarten. Kindergarten activities majorly consist of art-based practices, therefore kindergarten curricula should be designed based on an art-based comprehensive understanding of educational interventions.
Chapter
This chapter introduces the Meaningful Participatory Model of Conscious Leadership (MPMCL) as a systemic and holistic framework to better understand, communicate and teach Conscious Leadership, a key pillar and tenet of Conscious Capitalism (Mackey J, Sisodia RS, Conscious Capitalism: Liberating the Heroic Spirit of Business. Harvard Business Review Press, Boston, 2014). Mackey and Sisodia’s discussion of Conscious Leadership lacks a unifying pedagogical frame that ties it into the broader notion of Conscious Capitalism, necessary if it is to achieve its transformative potential within mainstream business schools and leadership education. The MPMCL uses the metaphor of meaning, consistent with Mackey and Sisodia’s view that conscious leaders are spiritually intelligent and play a key role in making work and life meaningful. After briefly summarising Conscious Leadership, the chapter reviews the concept of Spiritual Intelligence (SQ) before outlining the main parts of the MPMCL using the Systems theory constructs of Structure, Pattern and Process. The framework facilitates the incorporation of SQ into educational theory and pedagogy at a time when it can assist solving society’s complex social and environmental problems and enable the creation and growth of movements such as conscious capitalism that can potentially provide a solution for future generations.KeywordsSpiritual intelligenceConscious leadershipConscious capitalismMap of meaningLeadership education
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ZET Genel eğitim içinde yer alan alanlardan biri olarak Resim-İş eğitimi bazı konularda kendine has özelliklere sahiptir. Bu alanın kendine has özelliklerinin ön plana çıktığı konulardan biri de ölçme ve değerlendirme işlemidir. Değerlendirme işleminde kesin kriterlerin olmayışı yüzünden bazı güçlükler yaşanabilmekte ve bu güçlükler bazen de sorunlara dönüşebilmektedir. Bu araştırmanın genel amacı; Resim-İş eğitiminde ölçme-değerlendirme işleminde yaşanan güçlükleri ortaya koymak, bunlar üzerine tartışmak, bu konuda yapılan çözüm arayışlarını tanıtmak ve öneri sunmaktır. Anahtar Kelimeler: Görsel Sanatlar Eğitimi, Resim-İş, Ölçme ve Değerlendirme. ABSTRACT Visual Art Education has own properties in some subjects as an area in general education. One of these properties is evaluation and assessment process. Since there are not any exact criteria in assessment, there will be some difficulties in it. These difficulties sometimes transforms into problems. The main purpose of thus study is to find difficulties in assessment in Visual Art Education, to discuss about these, to recognize solution of this problem and to present a proposal.
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Catholic Religious Education as a subject in school curricula is an area in which the need for change is constantly felt. This change is driven by the paradigm shift in anthropology brought about by Vatican Council II, which sought to put the human being at the centre. Notwithstanding this shift proposed more than 50 years ago, we are still struggling to handle and implement this change. In practice, this calls for a re-evaluation of the traditional doctrinal methods, which have been associated with teaching Religious Education in the past and seeking to adopt new methods which are more anthropological and depart from where the human being actually stands and seek to answer the existential questions which contemporary human beings pose. The point of departure for such a vision is the etymological meaning of the term ‘education’ from the Latin root educere. In practical terms, such a shift from a content-centred to a more student-centred approach entails adopting a constructivist approach and putting into practice the principles of what is referred to as ‘Adaptive Religious Education’, which seeks to educate children in all the six dimensions of the human being simultaneously in a holistic way.
Book
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Historia de la neuropsicología, 1940-1990.
Chapter
Although there has been a call for the transformation of the world from the Eurocentric paradigms to a decolonised and decentralised world, the role of technology is still embedded and continues to be at the centre of everything in society. Over the past few years, particularly from 2019 to 2022, since the discovery of the COVID-19 pandemic, the technological interdependency intensified by moving contact spaces to online platforms, private resources to open resources, including the pedagogical space. Despite advances in technology and pedagogy and their relation to education, and the focus on the local and global, the new internet and teaching and learning including its policy still lack serious engagement with blockchain technology and the metaverse, as well as how to effectively utilise it. This chapter address this gap by using Howard Gardner's theory of ‘multiple intelligences' to consider the role of blockchain technology and the metaverse as new options for the facilitation of open-ended teaching and learning that has emerged in the age of Web 3.0.
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As interest in creativity explodes, it has become more complicated to decide how to best nurture creativity in our schools. There are the controversial Common Core Standards in many states. Meanwhile, the classroom has become increasingly digital; it is easier to access information, communicate ideas, and learn from people across the world. Many countries now include cultivating creativity as a national educational policy recommendation, yet there is still debate over best practices. Indeed, many well-intentioned educators may institute programs that may not reach the desired outcome. The notion that schools 'kill creativity' has become a widespread social meme. We view such beliefs as both hyperbolic and problematic: they allow us to recognize there is a problem but not solve it. In this book, a wide array of international experts addresses these issues, discussing theories and research that focus on how to nurture creativity in K-12 and college-level classrooms.
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Optimization of human performance today is the key ingredient to success when there is a huge downfall in economy due to novel corona virus. Life has become a struggle for continued existence, especially during the times of pandemic. In such conditions, people who are going out for work are more vulnerable. Scarceness of fund, illness, poverty, and pitiable employment opportunities is mainly for the people in the mounting pandemic times. As many employees are often trying to cope up with their health, economic, social, and psychological issues, intelligence comes in their way when they are dealing with the people and working hard in an organization. Social intelligence plays a significant role in their life, in getting along well with others. Hence, the review was done to see if social intelligence works as a tool for human performance optimization, especially for people who are going out and serving others. The secondary data indicate that employee’s performance and social intelligence have a positive relationship. Proper optimization of human performance was seen in people with high social intelligence. Further, studies also indicated that social intelligence enhanced motivation and created values in employees which in turn helped in human performance optimization.
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Motivation is essential in learning a foreign language. Understanding how learners learn and what motivates and demotivate them will help the teachers, policy makers and curriculum planners .The study investigated the various reasons/motivations of the Sudanese Learners of English language based on Dorney soci-educational model& Garder’s of Second Language(L2) Self System. The main question the paper tried to answer was what types of motivations of Sudanese L2 learners have? . A sample of 35 students were asked their opinions on what motives them in studying English by means of a questionnaire. The result of the study showed that the majority of the participants (95%) had an extrinsic motivations i.e external factors for studying language, namely instrumentally-promotion and parental encourage and family influence .Also, Ideal L2 had significant role in Sudanese learners, as 85% of the learners responded to the questionnaire items that assessed this factor. The study also showed that the ought L2 self has the lowest impact on the students learners, only 55% of learners .The other factors /motivations that were tested in the study showed less influence on Sudanese learners but yet they are important to consider by teachers
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Spiritual Intelligence (SI) is the ability to draw on and embody spiritual qualities and resources to enhance daily functioning and wellbeing. Despite Gardner’s rejection of SI, the proliferation of SI models and research supporting the advantages of SI across a wide field of endeavors, and correlation with neurological structures and genetic indicators strongly support its validity as an intelligence. This article reviewed key models of SI, and studies supporting its adaptability and biological correlates. Puzzling results in some areas warrant exploration, especially the degree to which various models converge and the extent to which a single SI model may be truly universal.
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In the era of digital communication, collective problem solving is increasingly important. Large groups can now resolve issues together in completely different ways, which has transformed the arts, sciences, business, education, technology, and medicine. Collective intelligence is something we share with animals and is different from machine learning and artificial intelligence. To design and utilize human collective intelligence, we must understand how its problem-solving mechanisms work. From democracy in ancient Athens, through the invention of the printing press, to COVID-19, this book analyzes how humans developed the ability to find solutions together. This wide-ranging, thought-provoking book is a game-changer for those working strategically with collective problem solving within organizations and using a variety of innovative methods. It sheds light on how humans work effectively alongside machines to confront challenges that are more urgent than what humanity has faced before. This title is also available as Open Access on Cambridge Core.
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The following paper discusses the status of intelligence research in the Anthropocene. First, I discuss how the transformations we have experienced signal the need to more deeply consider the role of context in our thinking of intelligence. Next, I discuss the demographic and cultural changes that transformed the niche of human intelligence after the Industrial Revolution. Then, I comment on how, in the origin of intelligence research, the invention of the theory of general intelligence was marked by a lack of consideration of the role of context, notwithstanding that the British founders of the field were working in the midst of the great transformation provoked by the Industrial Revolution. Finally, I conclude by discussing how intelligence research should be conducted to address the challenges of the Anthropocene.KeywordsIntelligenceCultureAnthropocene
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Intelligence has been associated with sundry public goods, such as employer ratings of job performance, educational attainments, and even life outcomes related to marriage and longevity. However, one increasingly important aspect of modern life has not been examined vis-à-vis the role of intelligence: How does intelligence relate to resistance to misinformation and fake news? Misinformation in social media has become so common that most major outlets routinely assign journalists and fact-checkers to verify claims made. However, even the fact-checkers often disagree with each other. In this chapter we discuss how intelligence today must address how people become aware of, identify, and resist misinformation. Current conceptions of intelligence should incorporate how people reason in today’s information-rich era, which requires us all to use our intelligence to distinguish trustworthy, accurate information from fake news. The evidence points to the importance of assuming an “openly active method of thinking” to recognize and combat misinformation. This type of thinking is related to psychometric intelligence, but only moderately. Intelligent, highly educated people from varied backgrounds and perspectives may be just as vulnerable as less-educated people to biases that undermine thinking. Furthermore, smart people may deliberately craft fake news because its dissemination helps to achieve their goals.
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Historically, intelligence has been viewed as a trait—a characteristic of a person that is at least partially heritable and that is relatively stable, relative to other persons, throughout a lifetime. Sternberg (2021a) has questioned this view and suggested instead that intelligence is not an inherent trait but rather a person x task x situation interaction.
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As interest in creativity explodes, it has become more complicated to decide how to best nurture creativity in our schools. There are the controversial Common Core Standards in many states. Meanwhile, the classroom has become increasingly digital; it is easier to access information, communicate ideas, and learn from people across the world. Many countries now include cultivating creativity as a national educational policy recommendation, yet there is still debate over best practices. Indeed, many well-intentioned educators may institute programs that may not reach the desired outcome. The notion that schools 'kill creativity' has become a widespread social meme. We view such beliefs as both hyperbolic and problematic: they allow us to recognize there is a problem but not solve it. In this book, a wide array of international experts addresses these issues, discussing theories and research that focus on how to nurture creativity in K-12 and college-level classrooms.
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The Psychology of Wisdom: An Introduction is the first comprehensive coursebook on wisdom, providing an engaging, balanced, and expert introduction to the psychology of wisdom. It provides a comprehensive and up-to-date account of the psychological science of wisdom, covering wide-ranging perspectives. Each chapter includes extensive pedagogy, including a summary, a glossary, bolded terms, practical applications, discussion questions, and a brief description of the authors' research. Topics include the philosophical foundations, folk conceptions, and psychological theories of wisdom; relations of wisdom to morality and ethics, to personality and well-being, to emotion; wisdom and leadership, wisdom and social policy. These topics are covered in a non-technical, bias-free, and student-friendly manner. Written by the most eminent experts in the field, this is the definitive coursebook for undergraduate and graduate students, as well as interested professionals and researchers.
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Актуальність зумовлена необхідністю: дослідження проблеми індивідуалізації освітнього процесу на основі знань про типи інтелекту та стилі навчання майбутніх учителів трудового навчання та технологій; обґрунтування їхнього впливу на розвиток педагогічної майстерності здобувачів освіти; аналізу сучасного стану розвитку досліджуваної якості в умовах магістерської підготовки в закладах вищої освіти (далі – ЗВО). Мета: дослідити особливості відомих типів інтелекту і стилів навчання; експериментально виявити типи інтелекту, найбільш сприятливі для діяльності вчителя трудового навчання; з’ясувати вплив стилю навчання на розвиток педагогічної майстерності майбутніх учителів трудового навчання та технологій. Методи: теоретичні: аналізу і синтезу, індукції та дедукції, спостереження та абстрагування; емпіричні: вивчення та аналіз педагогічного досвіду, програм підготовки майбутніх учителів трудового навчання та технологій та результатів їхньої діяльності); опитувально-діагностичні: опитування майбутніх учителів трудового навчання та технологій. Результати: теоретично обґрунтовано важливість значення індивідуалізації освітнього процесу; визначено домінуючі типи інтелекту та стилі навчання майбутніх учителів; проаналізовано систему розвитку педагогічної майстерності майбутніх учителів трудового навчання та технологій в умовах магістратури в Глухівському НПУ ім. О. Довженка; запропоновано ефективні технології розвитку досліджуваної якості з урахуванням стилів навчання здобувачів освіти. Висновки: експериментально доведено, що домінуючим для специфіки діяльності вчителя трудового навчання та технологій є кінестетичний інтелект, що притаманний для людей із гарною фізичною координацією, яким подобається створювати речі своїми руками; з’ясовано, що серед стилів навчання майбутніх учителів трудового навчання та технологій переважаючим є стиль «Практика», який за своїми особливостями (зорієнтованість на практичну діяльність) сприяє розвитку педагогічної майстерності майбутніх фахівців; визначено завдання педагога – гармонійно застосовувати знання про тип інтелекту і стилі навчання для вдосконалення освітнього процесу та підвищення продуктивної діяльності здобувачів освіти.
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The rapidly accelerating climate crisis has created an urgent need for transformative efforts that are creative, sensitive to the many dimensions of the crisis, and willing to explore uncharted territory. This chapter reflects on the experience and approaches of the School of English for Engaged Social Service (SENS), a project initiated by the International Network of Engaged Buddhists (INEB) based in Bangkok. It aims to show that something as seemingly mundane as an English-language program can be turned into an integrated and largely effective vehicle for personal and social transformation. It also invites educators in Asia and beyond to engage in similar experimentation and sharing of lessons learned. This chapter first outlines how a Southeast Asian Buddhist network gave birth to SENS and shaped its goals and methods. It then unfolds the guiding themes of the program—integrity, connection, and play—and illustrates how each of these is a focused response to a looming and complex global crisis. The chapter concludes with a brief consideration of how the SENS program works to achieve one of its main aims, cultivating compassionate and farsighted leadership among young adults.
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El presente texto expone el trabajo desarrollado en dos asignaturas optativas pertenecientes al Grado en Fundamentos de la Arquitectura (ETSA-UPV) denominadas Proyectar con Hormigón Blanco y Materialización del Proyecto Arquitectónico. El objetivo principal de ambas es experimentar la condición material de la arquitectura de hormigón blanco visto, así como las implicaciones del proceso constructivo en la fase de proyecto. En el texto se analizan las bases pedagógicas, los contenidos docentes, la metodología, las herramientas y los resultados de las asignaturas, las cuales, a partir del estado de alarma han sido profundamente reformuladas, aunque persiguiendo la misma meta: que el alumno diseñe y construya maquetas de arquitecturas de hormigón visto. Por ello, se plantea una comparativa, antes y después de la Covid-19, a fin de establecer conclusiones que no sólo vislumbren el futuro próximo, sino nuevos retos para la docencia online relativa a la enseñanza práctica del proyecto arquitectónico.
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This volume demonstrates how readers can become more effective parents, teachers, students, coaches, managers, or work supervisors, while also gaining practical skills to enhance their self-motivation, communication skills, and intervention acumen. The first eight chapters explain evidence-based principles from applied behavioral science (ABS) that can be used to improve the human dynamics of any situation involving behavior. Fundamentals from humanism are integrated strategically to show how an ABS intervention can be more acceptable, influential, and sustainable. The following twelve chapters detail the deployment of ABS interventions to optimize performance in a wide variety of fields, including occupational and transportation safety, quantity and quality of organizational work behavior, healthcare, athletic coaching, parenting, pre-school and college education, environmental sustainability, and the control of obesity and alcohol abuse. Applied Psychology provides a thorough review of the latest research in relation to these domains and explores issues for future investigation.
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La presente investigación se desarrolla en el colegio Carlos Albán Holguín (IED) desde el año 2021, se pretende mejorar la salud de la comunidad educativa a través de un programa de ejercicio físico que se aplica en las horas de descanso a estudiantes en edades comprendidas entre los 15 y 18 años de edad y en el caso de los docentes, en los espacios que no tengan asignación académica, con la intencionalidad de generar un bienestar en los maestros participantes.
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The study aimed to explore the personality features of the entrepreneurial gift in the light of The Big Five Factors of Personality of entrepreneurs. Meanwhile, It aimed to explore variations in terms of: The nature of the project, the gender and the age variables. The Big Five Factors of Personality scale was applied to a sample of entrepreneurs. Data was collected from 107 entrepreneurs. A set of conclusions was drawn based on the data: The conclusions revealed the fact that entrepreneurs have a high level of awakening of consciousness, followed by the agreeableness variable then extroversion with a moderate degree. On the other hand, the least ranked variables were openness to experience, then neuroticism with a moderate degree for both of them. The conclusions revealed that variations exist between entrepreneurs in terms of the nature of the project variable attached to the factor of Neuroticism, That is in favor of both founders of emerging companies, and founders of medium enterprises as far as the factor of openness to experience is concerned. There were also variations in gender in favor of males in the neurotic variable, and no variations were found between genders in the other ones. There were no variations between them in The Big Five Factors of Personality due to the variable of age. Based on the conclusive results of the study, the importance of paying attention to the personal characteristics of those with entrepreneurial gift was emphasized by designing educational programs compatible with the entrepreneurial characteristics, and transforming them into permanent behaviors by strengthening them in these programs. The study suggested conducting more studies on the conceptual definition of entrepreneurial gift and its traits.
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As interest in creativity explodes, it has become more complicated to decide how to best nurture creativity in our schools. There are the controversial Common Core Standards in many states. Meanwhile, the classroom has become increasingly digital; it is easier to access information, communicate ideas, and learn from people across the world. Many countries now include cultivating creativity as a national educational policy recommendation, yet there is still debate over best practices. Indeed, many well-intentioned educators may institute programs that may not reach the desired outcome. The notion that schools 'kill creativity' has become a widespread social meme. We view such beliefs as both hyperbolic and problematic: they allow us to recognize there is a problem but not solve it. In this book, a wide array of international experts addresses these issues, discussing theories and research that focus on how to nurture creativity in K-12 and college-level classrooms.
Article
Psychological science constructs much of the knowledge that we consume in our everyday lives. This book is a systematic analysis of this process, and of the nature of the knowledge it produces. The authors show how mainstream scientific activity treats psychological properties as being fundamentally stable, universal, and isolable. They then challenge this status quo by inviting readers to recognize that dynamics, context-specificity, interconnectedness, and uncertainty, are a natural and exciting part of human psychology – these are not things to be avoided and feared, but instead embraced. This requires a shift toward a process-based approach that recognizes the situated, time-dependent, and fundamentally processual nature of psychological phenomena. With complex dynamic systems as a framework, this book sketches out how we might move toward a process-based praxis that is more suitable and effective for understanding human functioning.
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