Multiple Intelligences Theory Long Island Library ... · Standardized measures of human ability...
Transcript of Multiple Intelligences Theory Long Island Library ... · Standardized measures of human ability...
Multiple Intelligences Theory
@
Your Library
Long Island Library Resources Council (LILRC)
Friday, May 21, 2010
Speaker: Nomi Naeem
Brooklyn Public Library
Professor of Cognition and Education at the Harvard
Wanted to become a lawyer before he met Jerome Bruner and his teacher Swiss psychologist Jean Piaget, he and switched to studying cognitive development
Meeting neurologist Norman Geschwind immediately transformed him into a student of neuropsychology
For twenty years he became part of Boston Universities Aphasia Research Center to study stroke victims.
Facts of brain damage resolve the debate about independence of faculties of mind, and modular nature of human brain
He holds unofficial record of auditing the highest number of courses in social sciences and humanities along with his formal studies in cognitive science and education at Harvard
Examined human cognition through a number of discrete disciplinary lenses
Pondered about the skills and capacities of artists at the time when being a good scientist was considered pinnacle of human development
Worked with gifted children and observed that strength in one area of performance simply does not predict any comparable strengths in other areas
The Bell Curve view of intelligence (Murray & Herrnstein)
Intelligence is a single entityIndependent of content or contextOne is born with a certain amount of intelligence Difficult to alter—its in our genesIt is capable of ranking people in linear hierarchical orderIt can be described as a single numberIntelligence can be measured by short-answer tests such as:▪ Stanford-Binet Intelligence Quotient▪ Scholastic Aptitude Test
Gardner considers this view of intelligence extremely narrow
This view does not do justice to the complexity of the human mind and brain, and their cultural interactions
Basis his ideas in the past 100 years of research in anthropology, psychology and biology
Proposes intelligence as a Pluralistic construct as opposed to Monolithic
1. Potential isolation by brain damage2. Existence of savants, prodigies, and other exceptional individuals3. An identifiable set of information-processing operations which deal
with specific kind of input4. A distinctive developmental history5. An evolutionary history6. Support from experimental and psychological tasks7. Support from psychometric findings8. Susceptibility to encoding from a symbol system
1. Potential isolation by brain damage
Brain lesions selectively impair one intelligence while leaving all other intelligences intact
Lesion in Broca’s area will cause difficulty in speaking, reading and writing but one can still sing, do math, dance, reflect on feelings, and relate to others
Lesion in temporal lobe will affect musical ability
Frontal lobe lesion will affect interpersonal abilities
Existence of savants, prodigies, and other exceptional individuals
Savants demonstrate superior ability in one intelligence while other intelligences might function at low levels
Movie Rain Man: High logico-mathematical intelligence but poor peer relationships, low language functioning
An identifiable set of information-processing operations which deal with specific kind of input
each intelligence has a set of core operations which drive the activities indigenous to that intelligence
in musical intelligence those core operations may include sensitivity to pitch, or ability to discriminate among various rhythmic structures
A distinctive developmental history
Each intelligence based activity has its own developmental trajectoryTime of arisingTime of peakingTime of declining
Music: Mozart was 4 when he began to compose Numerous composers and performers were active well into their 90s Math: Mathematical expertise has a different trajectoryIt doesn’t emerge as early as musical abilityBut it peaks relatively earlyBlaise Pascal, Karl Gauss were well developed by teenagebut past the age of 40, very rarely an original mathematical insight comesBut one can become a successful novelist at the age of 40, 50 or even laterPiaget developed a comprehensive map for logical-mathematical intelligence, but we may need to go to Erik Erikson for a map of personal intelligences or to Noam Chomsky or Lev Vygotsky for developmental models of linguistic intelligence; or we may need to go to Ken Wilber for the developmental map of spiritual intelligence
An evolutionary history
Intelligences meet the test of having their roots deeply embedded in the evolution of human species
There is archeological evidence of early musical instruments
Support from experimental psychological tasks
Subjects can master a specific skill such as reading but fail to transfer that ability to another area such as mathematics
Similarly certain individuals might have a superior memory for words but not for faces
Other might have a acute perception of musical sounds but not of verbal sounds
Each of these cognitive faculties is intelligence-specific
Support from psychometric findings
Standardized measures of human ability provide the evidence of multiple intelligences
Susceptibility to encoding in a symbol system
The ability to symbolize is one of the most important factors separating humans from other species
Each intelligence has its own unique symbol or notational system i.e. phonetic languages, computer languages, ideographic languages, sign languages, musical notational system, social cues (gestures, facial expressions etc), symbols of the self (in dreams and artwork)
Gardner defines intelligence as a “biopsychologicalpotential to process information that can be activated to solve problems or create products that are of value in a given culture.”
It's not how smart you It's not how smart you are,are, it's how you are it's how you are smart!smart!
—Howard Gardner
1. Verbal/Linguistic 2. Visual/Spatial3. Mathematical/ Logical4. Musical5. Interpersonal6. Intrapersonal7. Bodily/ Kinesthetic8. Naturalistic9. Existential
9 kinds of intelligence would allow 9 ways to teach, to represent information, rather than one.
A broad vision of education. All 9 intelligences are needed to live life well. Teachers, therefore, need to attend to all intelligences, not just the first two that have been their tradition concern.
The theory is an account of human cognition in its fullness.
The intelligences provide 'a new definition of human nature, cognitively speaking.'
Human beings possess a basic set of pluralistic intelligences.
People have a unique blend of intelligences. Gardner argues that the big challenge facing the deployment of human resources 'is how to best take advantage of the uniqueness conferred on us as a species exhibiting several intelligences'.
These intelligences, according to Howard Gardner, are amoral ‐ they can be put to constructive or destructive use.
Some of these capacities may be more developed than others for a wide variety of reasons.
But we are born with the biological and neurological potential for multiple ways of being intelligent.
Those intelligence areas which are less developed can be activated, enhanced, strengthened with proper content, process and practice.
Information as a concept is found in:Communication theoryCyberneticsComputer sciencePhysicsChemistryBiologyPsychologyLibrary science
In economics, information is perceived as commodity
In the legal environment, information is perceived as property
On the most basic level, a change of mind involves a change of mental representation.
The more of an individual’s intelligences one can appeal to when making an argument, the more likely one is able to change a person’s mind, and the more minds one is likely to change.
In philosophy, information is perceived as what can be known
In biology, information is encoded in structure of DNA
We are in‐formed by our cultures and experiences
Information is some meaningful message transmitted from source to users.
In this process information may be stored in information systems organized for providing a memory in numerical, sound and image forms.
Information may also be communicated through interpersonal channels. The "source" may be documentary materials, institutions or people.
Information denotes any stimulus that alters cognitive structure in the receiver. (William Paisley)
Individuals are in a constant state of change: as we incorporate new information in our brain, we unconsciously alter our “internal images.” (Allan Pratt)
Brain processes once triggered by the right quality and quantity of information, are able to process those kinds of information peculiar to each intelligence.
For example in the case of verbal‐linguistic intelligence, information presented via the written or spoken word would be meaningless if it did not stimulate the language centers of the brain such as Broca’s area which is the main language production center of the brain, or Wernicke’s area for language comprehension, and the temporal lobes where language memory is held.
In the case of visual‐spatial intelligence , we could conceivably receive much visual stimulation , but it would be confusing and perceived as irrelevant if it did not stimulate the parietal and occipital lobes in the right hemisphere of the brain.
The parietal lobes perceive shapes , images, colors, textures, and patterns, whereas the occipital lobes interpret and make sense of those shapes, images, colors, textures and patterns.
“One can define human intelligence as a neural mechanism or computational system which is generally programmed to be activated or triggered by certain kinds of internally or externally presented information.”
1. Verbal/Linguistic Intelligence: triggered by information conveyed through spoken word, reading, writing.
2. Logical/Mathematical Intelligence: triggered by information conveyed through numbers, quantities, geometric designs
3. Musical /Rhythmic Intelligence: triggered by information conveyed through tones, resonance, beats, vibrationalpatterns, timbre, pitch, rhythms, and all types of sound
4. Bodily/Kinesthetic Intelligence: triggered by information conveyed through physical movements, dance, gesture, body language, facial expressions, postures (Hatha Yoga)
5. Visual/Spatial Intelligence: triggered by information conveyed through shapes, images, patterns, designs, color, texture, pictures, visual symbols
6. Naturalist Intelligence: triggered by flora, fauna, rocks, clouds, external and internal sensory experiences of the natural world
7. Intrapersonal Intelligence: triggered by information conveyed through introspection, feelings, intuitions, internal conscious and unconscious thought processes
8. Interpersonal Intelligence: triggered by information conveyed through meaningful human relationships, encounters and interactions with other people
9. Existential Intelligence: triggered by questions about life, death, truth, goodness, beauty, intelligence, consciousness, cosmos, and other ultimate realities.
These intelligences are located in different areas of the brain and can either work independently or together
DIVISION OF LABOR TWO HEMISPHERES
Two halves of the brain carry out distinct mental activities and are designed to process different symbol systems
Left hemisphere deals with digital types of symbols like numbers and words
Right hemisphere deals with more holistic or analog types of symbols—like those embodied in painting, sculpture, dance, and other artistic realms.
DIVISION OF LABOR TWO HEMISPHERES
Certain artists who had become aphasic ‐‐the composer Maurice Ravel‐‐who lost the ability to speak or compose but could still perform certain of his own pieces and also point out flaws in in the performances of others
Neural networks in the brain act as self‐organizing information systems.What is perceived as information, depends upon which neural networks are activated by different types of stimuli
1. Verbal/Linguistic 2. Visual/Spatial3. Mathematical/ Logical4. Musical5. Interpersonal6. Intrapersonal7. Bodily/ Kinesthetic8. Naturalistic9. Existential
Verbal/Linguistic Intelligence (Left temporal and frontal lobes)Logical/Mathematical (Left parietal lobes and the temporal and occipital association areas contiguous to them)Visual/Spatial (posterior regions of the right hemisphere)Bodily/Kinesthetic (Cerebellum, basal ganglia, motor cortex)Musical (Right temporal lobe)Interpersonal (Frontal lobes, temporal lobes, limbic system)Intrapersonal (Frontal lobes, perietal lobes, limbic system)
At microscopic level it’s the synapses and neurons accomplishing cognitive feats like composing a melody or solving an equation
Brain communicates information through electrochemical processes which that take place between synapses
human mind is quite modular in design.
Separate psycho-biological processes are involved in dealing with linguistic, numerical, pictorial, gestural, and other kinds of symbol systems
Individuals may be precocious with one form of symbol use, without any necessary carryover to other forms
One form of symbol use may become seriously compromised under conditions of brain damage, without correlative depreciation of other symbolic capacities
Brian Processes are better viewed as geared towards specificities of various stimuli, i.e. to particular contents
Faculties like memory, thinking do not operate equivalently across all kinds of content
On close inspection, notion of single unitary memory falls apart, as does the notion of single unitary intelligenceEvidence in neuropsychology suggests that there are different kinds of memory
Semantic memoryEpisodic memoryProcedural memoryPropositional memory
These memories reflect different psychological processes and are served by different neural centersMemory for language can be separated from memory for music, shapes, faces, bodily movements, and so on.
Gardner similarly suggests that there is no such thing as across‐the‐board capacity for critical thinking
Particular domains entail their own specific forms of thinking and critique
Musicians, historians, choreographers, computer programmers, literary critics all use critical thinking but the kind of thinking required to analyze a figure is different from that involved in categorizing different species, or editing a poem or debugging a computer program or creating a new dance
Logical/ Mathematical Intelligence
Albert Einstein
Skilled with numbers & reasoning
“The Questioner”
GOOD AT: deduction, logic, critique, pattern finding, computation.LEARN BEST FROM: scientific method, critical thinking, concept attainment, jurisprudential models…EXEMPLARS: Marie Curie, Albert Einstein, Melville Dewey, Ranganathan, Charles CutterQ: How can I bring in numbers, calculations, logic, classifications or critical thinking skills into my library?
Verbal/Linguistic Intelligence
Toni Morrison
Skilled with words
“The Word Player”
GOOD AT: Reading, writing, storytelling, debating, persuading, listening, negotiating.LEARN BEST FROM: reading, writing, lecturing, discussing, learning…EXEMPLARS: Shakespeare, Toni Morrison, Maya Angelou, Arundhati Roy, T. S. Eliot.Q: How can I use the spoken or written work in my library?
Interpersonal Intelligence
Skills of social understanding
“The Socializer” Oprah WinfreyOprah Winfrey
GOOD AT: assessing & responding to mental & emotional states of others.LEARN BEST FROM: cooperative learning, peer coaching, mentoring…EXEMPLARS: Dale Carnegie, Jimmy Carter, Eleanor Roosevelt, Oprah Winfrey.Q: How can I engage people in peer sharing, cooperative learning or large group situations @the library?
Musical Intelligence
Skilled with melody & rhythm
“The Music Lover”
BachBach
GOOD AT: discerning, performing, composing music.LEARN BEST FROM: rhythmic mnemonics, singing…EXEMPLARS: Joni Mitchell, Beethoven, Leonard BernsteinQ: How can I bring music or environmental sounds, or set points in a rhythmic or melodic framework into the library?
Visual/Spatial Intelligence
Leonardo Da Vinci• Skilled with pictures &
images
• “The Visualizer”
GOOD AT: creating, interpreting, transforming visual imagery.LEARN BEST FROM: sketching, designing, mind mapping, visual metaphor...EXEMPLARS: Nikola Tesla, Michelangelo, Georgia O’Keeffe, GuggenheimQ:How can I use visual aids, color, art, to activate this intelligence?
Bodily/ KinestheticIntelligence
Physical skill
“The Mover”
Michael JordanMichael Jordan
GOOD AT: control & orchestration of body motion & object manipulation.LEARN BEST FROM: hands‐on experimentation with materials, movement...EXEMPLARS: Michael Jordan, Martha Graham, Tiger Woods, Marcel Marceau.Q: How can I involve the whole body or use of hands on experiences in library programs?
Intrapersonal Intelligence
Jiddu Krishnamurti
Skills of self-knowledge
“The Individual”
GOOD AT: introspection & response to one’s own mental & emotional states.LEARN BEST FROM: choice, independent study, reflection…EXEMPLARS: Buddha, Gandhi, Freud, Carl Jung, KrishnamurtiQ: How can I evoke ideas of self‐awareness through materials/programs at the library?
Naturalistic Intelligence
Rachael Carson
Skills of making
connection to elements
in nature
“The Outdoorsy”
GOOD AT: recognizing & categorizing natural objects.LEARN BEST FROM: field trips, environmental study…EXEMPLARS: Aristotle, Charles Darwin, Rachel Carson, Jane Goodall.Q: How can I nurture a love of nature, plants, animals, wildlife via the library?
Existential Intelligence
Wondering Smart
“The Meaning Maker”
Ken WilberKen Wilber
GOOD AT: grappling with deep, fundamental questions of existence. The ability to be sensitive to, or have the capacity for, conceptualizing or tackling deeper or larger questions about human existence, such as the meaning of life, why are we born, why do we die, what is consciousness, or how and why did we get here. LEARN BEST FROM: Socratic questioning pertaining to deep philosophical issues...EXEMPLARS: Socrates, Spinoza, Dalai Lama, Ken Wilber, Victor FrankelQ: How can I encourage people to think about mysteries and universal issues of life in the library?
Known as the Einstein of ConsciousnessIncorporates work of Howard GardnerIntegration of science and religionMost translated American philosopherIntegral InstituteIntegral Spirituality
It increases serotonin production which influences mood and behavior. Low levels of serotonin are associated with substance abuse. Increased brain wave coherence. Greater creativity. Decreased anxiety. Decreased depression Decreased irritability and moodiness Improved learning ability and memory. Increased self‐actualization. Increased feelings of vitality and rejuvenation. Increased happiness. Increased emotional stability.
Integral spirituality—as the very name “integral”implies—transcends and includes science, it does not exclude, repress, or deny science.
To say that the spiritual currents of the cosmos cannot be captured by empirical science is not to say that they deny science, only that they show their face to other methods of seeking knowledge.
Educators can provide a range of activities and experiences to facilitate learning of the same task‐‐using different parts of the brain to drive the point home. There is no one "right way" to integrate intelligences
one might not have quit math if it had been explained differently i.e. using a different intelligence and informational input
No two individuals have exactly the same intelligences, nor in the same combination
Represent key concepts in multiple ways so that we can craft optimal education for each child, especially when a child is having learning difficulties or is not showing interest in the way ideas are being represented
Librarians can provide Librarians can provide varieties of representations varieties of representations of a given content of a given content ----from linguistic to spatial to musical and so on, often combining intelligences in creative ways…
Intelligences do not work in isolation, but rather in consort and in the context of problems in real‐world domainsNo truly intelligent activity uses only one intelligence. Art making, for example, naturally involves spatial intelligence, but might also include a logical/mathematical element as in perspective drawing
Anytime three or more intelligences are used to introduce new information to patrons, the greater the chances of understanding and long term retention
DEWEY LinguisticVerbal
Visual/ Spatial
Musical/Rhythmic
Bodily/ Kinesthetic
Math/ Logical
Inter-personal
Intra-personal
Natural-istic
Existen-tial
Computers, Informationand General Reference
x
Philosophy & Psychology x x x x xReligion x x x
Social Sciences x x x xLanguage x
Science x x xTechnology x x x
Arts & Recreation x x x x x x x x xLiterature x x x
History & Geography x x x x x x
LIBRARY OF CONGRESS x x x
General Works xPhilosophy, Psychology, Religion. x x x x x
Auxiliary Sciences of History x x xHistory. The Old World. x x x
North & South American History x x x xGeography. Anthropology. x x x x x
Social Science x x x xPolitical Science x x x x
Law x x x xEducation x x x x x x x x x
Music x xArt x
Language. Literature. x x x xScience x x x x x x x x x
Medicine x x x xAgriculture x xTechnology x x x
Military Science x x xNaval Science x x x
Library Science x x x x x
Logical Musical Verbal Visual Inter‐personal
Intra‐personal
Kinesthetic
Naturalistic
Existential
Maths x x x x x x x x x
Language x x x x
History x x x
Science x x x x x x
Art/Recreation
x x x x x x x x x
Music x x x
Social Studies
x x x x
Logical Musical Verbal Visual Inter-personal
Intra-personal
Kines-thetic
Natural-istic
Existen-tial
Collection Dev x x x x x x x x x
Reader’s Advisory
x x x x x x x x x
Technology Instruction
x x x x x x x x x
Reference x x x x x x x x x
Programming x x x x x x x x x
Outreach x x x x x x x x x
Organization x x x x x x x x x
A person who is strong musically and weak numerically will be more likely to develop numerical and logical skills through music, and not by being bombarded by numbers alone.
A person who is weak spatially and strong numerically, will be more likely to develop spatial ability if it is explained and developed by using numbers and logic, and not by asking them to pack a suitcase in front of an audience.
A person who is weak bodily and physically and strong numerically might best be encouraged to increase their physical activity by encouraging them to learn about the mathematical and scientific relationships between exercise, diet and health, rather than forcing them to box or play rugby.
Recommended readings can illustrate how the mathematical structure in the physical world can be understood in different representational systems such as verbal‐linguistic/literary means
Lewis Caroll’s Alice’s Adventures in Wonderland
Teach mathematical literacy in an MI-sensitive way
Librarians can use all types of texts to teach mathematical concepts and standards to young people.
Shows how to use informational trade books, literature, and environmental text to infuse mathematics into your lessons.
Subjects taught and illustrated with text and activities include: number and operations, algebra, geometry, measurement, and data analysis.
Representing mathematical information in verbal-quantitative codes
Hoffman’s The man who loved only numbers: The story of Paul Erdos and the search for mathematical truth.
Combining mathematical information in visual‐spatial codes
Combining Linguistic, and intrapersonal
Combining linguistic & interpersonal
Combining linguisticexistential
This title uses well-known works of children’s literature as a springboard for learning. Activities, booktalks, and recommended book titles help students connect reading for pleasure with reading for information.
Title uses well-known works of children’s literature as a springboard for learning! Activities, booktalks, and recommended book titles help students connect reading for pleasure with reading for information.
Title uses well-known works of children’s literature as a springboard for learning! Activities, booktalks, and recommended book titles help students connect reading for pleasure with reading for information.
Help students explore the ethics of digital technology
Includes the “Ten Commandments of Computer Ethics” with key moral imperatives for students of all ages
This new thoughtful and carefully written book helps you — and your students —understand today’s information technology ethics, from downloading explicit pictures to guessing passwords to respect for privacy, property, and the law.
With these teacher’s guides and study books, you’ll have your elementary and middle-schoolers mesmerized by math in no time!
Students will increase their ability to mentally manipulate numbers, while learning magic tricks that use dice, coins, buttons, stones, and other common objects.
Have Some Maths with Your Story: Teaching Mathematical Concepts through Children’s Literature, Games and Activities
This book is for teachers, student teachers, teaching assistants and other practitioners interested in the education of young children with special reference to mathematics and language.
Connecting Math With Literature: Using Children's Literature As A Springboard For Teaching Math Concepts
by Lisa Crooks (Author), Sheri Rous (Editor), Ann Losa (Illustrator)
Integrating Math in the Real World: The Math of Homes by Hope Martin and Susan Guengerich
20-real life activities that show students they really do use math every day. Activities focus on home ownership, construction and design, skyscrapers, and much more. Students will never ask,
"When are we ever going to use this?"
Math Around the World by Beverly Braxton, Philip Gonsalves, Linda Lipner, and Jacqueline Barber
This book places mathematics in a multicultural and international context —presenting eight games from four different continents — NIM, Kalah, Tower of Hanoi, Game Sticks, Magic Squares, Shongo Networks, Games of Alignment, and Hex.
Get It Together: Math Problems for Groups, Grades 4–12 by Tim Erickson (Lawrence Hall of Science)
Solving problems in groups is exciting, effective, and equitable; it helps all students succeed in math. Get It Together is a collection of over 100 mathematics problems for groups of 3-6 students to solve together. The problems vary widely in difficulty, but all have the same format: six clue cards provide the information needed to solve a problem. (Four of the clues are essential for solving the problem; the other two can be used as needed.) Since each member of the group has a different bit of information, everyone has to work together to arrive at a solution.
Math Poetry by Betsy Franco
Math Poetry invites students to learn math vocabulary and concepts by writing their own word problems in the form of poems.
Math Poetry provides an innovative way to each both math and writing.
Living through Literature: Discover the Art, Beauty and Fun in Learning Literature by Robert A. Nimmo
Finders Keepers?:A True Story in Indiaby Robert ArnettIllustrated by Smita TurakhiaAges 7 – 12
Timeless and universal values of honesty, respect, doing the right thing, and brotherhood are emphasized in this vividly illustrated absorbing book set in India.
Danica McKellar, author of math books for girls, (but better known as Winnie from the '90s TV show The Wonder Years) who brings a positive message. "Being good at math is cool.”
Writes in a way to get more girls more interested in maths.
Danica hopes her book will help encourage young women, to stop hating math so much.
Math Doesn’t Suck: How to Survive Middle-School Math Without Losing Your Mind or Breaking a Nail
Kiss My Math: Showing Pre-Algebra Who's Boss
by Danica McKellar
Music: A Mathematical Offering
Dave Benson
Math and Music: Harmonious Connections
Music, Physics and Engineering by HarryOlson
Science and Music By Sir James Jeans
The math behind the music by Leon Harkleroad
Connecting Art to Mathematics by HalTorrance
Math & Art by Sasho Kalajdzievski
Experiencing Architecture bySteen Rasmussen
Mathematics in Natureby John Adam
A Mathematical Nature Walkby John Adam
The Calculus of Friendship
By Steven Strogatz
Mathematical Musical Verbal Visual Interpersonal
Intrapersonal
Kinesthetic
Naturalistic
Existential
Logical/Mathematical x x x x x x x x
Musical x x x x x x x x
Verbal/Linguistic x x x x x x x x
Visual x x x x x x x x
Interpersonal x x x x x x x x
Intrapersonal x x x x x x x x
Kinesthetic x x x x x x x x
Naturalistic x x x x x x x x
Existential x x x x x x x x
Intelligence sensitive collection development
Multiple Intelligences around the WorldProduct DescriptionEditor(s): Jie-Qi Chen, Seana Moran, Howard Gardner
MI theory supports and celebrates the diversity of children's strengths in school and other learning environments. Now, more than a quarter of a century later, Multiple Intelligences Aroundthe World draws upon a select group of MI practitioners to show how Gardner's theory is applied in the international arena. In this dynamic book, the contributors-representing countries such as China, Japan, the Philippines, South Korea, Australia, Norway, Denmark, England, Ireland, Scotland, Romania, Turkey, Argentina, Columbia, and the United States-share thoughtful stories and strategies of educational innovation.
This important book addresses a number of key questions including: How have different educational settings implemented MI? How does an educational idea created in one cultural milieu travel and take root in highly diverse educational soils? And, what universal lessons can be drawn from these experiences?
Gardner's newest book, Five Minds for the Future outlines the specific cognitive abilities that will be sought and cultivated by leaders in the years ahead. They include
The Disciplinary Mind: the mastery of major schools of thought, including science, mathematics, and history, and of at least one professional craft.
The Synthesizing Mind: the ability to integrate ideas from different disciplines or spheres into a coherent whole and to communicate that integration to others.
The Creating Mind: the capacity to uncover and clarify new problems, questions and phenomena.
The Respectful Mind: awareness of and appreciation for differences among human beings and human groups.
The Ethical Mind: fulfillment of one's responsibilities as a worker and as a citizen.
Emphasis on multi‐modal and interdisciplinary approach Natural scienceSocial scienceHumanitiesArt Philosophy Pre‐modernModernPost‐modern
Cross‐cultural thought (East & West)
Existential Intelligence and its Applications:Ken Wilber’s Four Quadrants Model and Gardner’s Multiple Intelligences
Multi‐Perspectival (Literary Theory)Cultural Materialism Deconstruction Feminist Theory Marxism Minority Discourse New Criticism New Historicism Phenomenology Post‐Colonial Post‐Structuralism Psychoanalysis Queer Theory Reader Response Russian Formalism Semiotics Structuralism
Brooklyn Public Library’s Online Book Discussion Forum emphasizes interdisciplinary approach to literary texts.
http://www.ci.cerritos.ca.us/library/photos/interior.html
Barbara L. Slavin
Framingham State College Library
Official weblog of the Springfield Technical Community College Library.Neo is the name of the fish library.stcc.edu/pix/betta.jpg
http://www.phpro.info/afos/afosnews.html
Boat Themed Listening Station in Library
http://www.rcj.net.au/products/LibraryFitouts.asp
Mastics Moriches Shirley Community Library Shirley, NYSight & Sound CenterThe Sight & Sound Center features listening stations so you can listen to our newest music, a VCR and DVD player to view children's movies and our game centers containing XBOX and Playstation 2 with featured games for children to play. Adults must be accompanied by children.
'No problem can be solved by the same consciousness that created it. We need to see the world anew.' Albert Einstein