INTELLIGENCE FO R ALL.

By: JACQ UELI NNE CRISTINA RIVERA OCHOA. CC MAE.

Introduccin.

Introduction.

La teor a de Las inteligencias mltiples de Gardner , nos permite conocer el potencial del cerebro humano, y las dist int as inteligencias que pueden estar pr esentes en nosotros en determ inados momentos de nuestr a vida.

The theor y of multiple intelligences Gardner reveals the potent ial of the human brain and the diff erent intelligences that may be present in us at certain times in our lives.

Abstract.

Abstract.

Este texto hace una aproximacin a la teor a de las inteligencias mltiples de Gardner , analiza las siete inteligencias iniciales y las que se encuentran en proceso de incorporacin, incluye una relacin de las int eligencias y algunos trabajos pos ibles par a quien las desarrolle, se incluye la importancia que tiene para la educacin esta teor a y como su aplicacin podr a mejorar la educacin en todos los niveles existentes.

This text ser ves as an approximat ion to the theor y of multiple int elligences Gardner analyzes the init ial and the seven intelligences that ar e in the process of incorporat ion , includes a list of intelligence and some possible jobs f or anyone who develops, it includes the importance education has this theor y and its implementation could improve education at all existing levels.

Original text

Parallel text.

Howard Gardner viewed intelligence as 'the capacit y to solve problems or to f ashion product s that are valued in one or more cultur al setting' (Gardner & Hatch, 1989). He reviewed the liter ature using eight criter ia or 'signs' of an intelligence.

This def init ion of intelligence is totally diff erent the classic def init ion but is more extensive and inclusive, is ver y int eresting, Gardner uses the int elligence and how to solve ever yday problems, I consider it the most successf ul theor y that I know about intelligence.

I know much people are intelligent f or this perspect ive, f or example, the baker, teacher, dancer etc. I think about all people intelligent but dif f erent; know a Gard ner aff irm my personal opinion.

In the heyday of the psychometr ic and behavior ist eras, it was generally believed that intelligence was a single entit y t hat was inherited; and that human beings initially a blank slate - could be trained to learn anyt hing, provided that it was present ed in an appropr iate way.

In my personal exper ience believe the intelligence is no more the f orms of resolut ion a trouble, Gardner sees the dif f erences and decide make studies f or the explication this phenomen.

Original text

Parallel text.

Nowadays an increasing number of researchers believe precisely the opposite; that ther e exists a multitude of intelligences, quite independent of each other; that each intelligence has its own strengths and constraints; that the mind is f ar f rom unencumber ed at birth; and that it is unexpectedly dif f icult to teach things that go against ear ly 'naive' theories of that challenge the natural lines of f orce within an intelligence and its matching domains. ( Gardner 1993)

Contrar y to behavior ism psychometr ics and intelligence not only can be measured or obser ved, speaks of that can develop in multiple ways, so we have diff erent types or levels of int elligence.

To develop this theor y we should not let outside f actors such as culture, social and econom ic environment , teaching -lear ning processes, etc.

One of the main impetuses f or this movement has been Howard Gardner's work. He has been, in Smith and Smit h's (1994) terms, a paradigm shif ter. Howard Gardner has questioned the idea that intelligence is a s ing le ent it y, that it results f rom a single f actor, and that it can be measured simply via IQ tests.

Gardner changes the paradigm of intelligence to rule out the use of standardized tests to measure intelligence . I agree because in our countr y are using tests that are not adapted to our cult ure and why people are classif ied as poor, because they are not the appr opr iate t est to our academ ic and cultur al level.

Original text

Parallel text.

The test will ser ve only as a ref erence on some sort of intelligence of that person, it is common that only used f or logical The intelligent test mathematical intellig ence and ver bal skills f or psychology currently only assessment tools that indicate how t he per son is the areas you mentioned, such as test Raven's Progressive Matrices, dominos test 48, etc. As psychology this t heor y helps to understand the lear ning problems of human beings, it allows us to take a broader view of the phenomenon of lear ning .

Example Raven test.

Original text

Parallel text.

He has also challeng ed the cognitive development work of Piaget. Bringing f orward evidence to show that at any one time a child may be at ver y diff erent stages f or example, in number development and spatial/ visual m aturation, Howard Gardner has successf ully underm ined the idea that knowledge at any one particular developmental stage hangs together in a structured whole.

Piaget assumes consider intelligence as an adaptation process that constantly checks bet ween the individual and socio cultural sphere, this dialectical process involves t wo simult aneous and inseparable moments:

1. The transf ormation of the environment by the action of the subject individual's attempt to permanent ly change the environment to assim ilat e to their own needs is what Piaget called assim ilation.

2. The ongoing transf ormation of the subject, f rom environmental requirements. Each new st imulus f rom the environment or the organism itself implies a modif icat ion of exist ing mindsets, in order to accommodate the new situat ion. This is what Piaget called accommodat ion. Gardner is not requir ed to be in a stage to learn somet hing specif ic.

Original text

Parallel text.

How ard Gardner on multiple intelligences - the initial listing Howard Gardner initially f ormulated a list of seven intelligences. His listing was provisional. The f irst two have been t ypically valued in schools; the next three are usually associated with the arts; and the f inal t wo ar e what Howard Gardner called 'personal intelligences' (Gardner 1999)

Gardner's research was not lim ited Gardner int elligences so classif ied 1. Linguistic intelligence. to a group of human intelligence more ext ensive than was assumed but generated a renewed pragmatic def init ion of the concept of intelligence . Instead of consider ing the "super iorit y" human in terms of 3. Musical intelligence. scores on a standardized scale (drops the IQ test)

2. Logical-mathematical intelligence.

4. Bodil y-kinesthetic intelligence.

Gardner def ines intelligence as : The abilit y to solve ever yday problems. The abilit y to gener ate new problems to solve.

Original text 5. Spatial intelligence.

Parallel text.

The ability to cr eate products or provide valuable services within their own cult ural

6. Interpersonal intelligence.

sphere.

This theor y is more inclusive because not only domains evaluated 7. Intrapersonal intelligence. W ere initially identif ied seven intelligences that Gardner now has spread to ten classif ications of intelligence, add the f ollowing . 8. Naturalist Intelligence numerically or high- volume academ ic meaning less to the student , taking into account the above we can under stand why some people do not need much knowledge to make f ortunes, but just as creative skills can pr ovide 9. Spiritual/Exist ential intelligence. the means econom ical to live, there are people f ixing cars or 10. Moral intelligence. computers have enough to live well and most important ly enjoy what they do.

Original text

Parallel text.

Linguistic intelligence: This intelligence wit h this Involves sensit ivit y to spoken and wr itten language, the abilit y to learn languages, and the capacit y to use language to accomplish certain goals. This intelligence includes the abilit y to eff ectively use language to express oneself rhetorically or poetically; and language as a means to remember inf ormation. W riters, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguist ic The wr iters have the intelligence to see their work as we do know places or sensations through his books, just as happens with poets and people who have a great abilit y to relate specif ic events exper ienced by themselves or others. investigation is set to work on me, at f irst it was dif f icult because I did not understand much theor y and even more complicat ed by being in another language, to begin to develop the f acult y of language I could understand the theor y and this work is a sample it, I realized that also possess this linguist ic intelligence .

10

Original text

Parallel text.

logical Logical-mathematical intelligence consists of the capacit y to analyze problems logically, carry out mathematical operat ions, and investigate issues scient if ically. In Howard Gardner's words, it entails the abilit y to detect patterns, reason deduct ively and think logically. This intelligence is most of ten associated with scientif ic and mathematical thinking. Can see in the market women, as well as scient ists who study physics, mathemat ics, chemistr y, showing that abilit y t o work with numbers are placed with a high intelligence at this level, also note that although there is litt le abilit y language in some cases have no dif f iculty in underst anding situat ions numerical example would be a rapid adaptat ion to market was the process of dollar izat ion. mathematical intelligence:

11

Original text

Parallel text.

Musical Musical intelligence involves skill in the perf ormance, composition, and appreciat ion of musical patterns. It encompasses the capacit y to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguist ic intelligence. Learning is f acilit ated when we encour age children to music or musical beats to make some sort of movement with your body, we must not ignore also the people who have great skills in playing a musical instrument , reading music scales and make a musical composition. Current ly there ar e few popular artists who have some type of f ormal education but thanks to these musical intellige nce skills are recognized throughout the wor ld. intelligence:

12

Original text

Parallel text.

Bodily kinestesic int elligence: Bodil y-kinesthetic intelligence Entails the potential of using one's whole body or parts of the body to solve problems. It is the abilit y to use mental abilit ies t o coordinat e bodily movements. Howard Gardner sees mental and physical act ivit y as related. This type of intelligence is related to the athlet es because they have a corporal control and motor skills in some special cases we could speak of the soccer players, tennis players worldwide who have excelled with this intelligence.

Activit ies that could easily develop a person wit h this int elligence would be: Rhythm ic dance. Athletics. Handcraf ts.

13

Original text

Parallel text.

Spatial intelligence: Involves the pot ential to recognize and use the patterns of wide space and more conf ined areas. Spatial intelligence : Provides the abilit y t o think in three dimensions, As do the sailors, pilots, sculptors, painters and architects. Allows the individual to perceive ext ernal and int ernal images, recreate, transf orm or modif y them through the space or cause the objects f lown and pr oduce or decode graphic inf ormation . For visual-spat ial int elligence their students lear n best t hrough visual aids and dr awing. Some of the charact erist ics of these students include: Good drawing Enjoys photography Good with the direct ions Enjoys picture books Can visualize pictures in head

14

Original text

Parallel text.

Interpersonal intelli gence: Is concerned with the capacit y to understand the intentions, motivat ions and desires of other people. It allows people to work eff ectively with other s. Educat ors, salespeople, religious and political leaders and counselors all need a well-developed inter personal intelligence.

Interpersonal intelli gence Is concerned with the capacit y to understand the intentions, motivat ions and desires of other people. It allows people to work eff ectively with other s. People wit h int erper sonal intelligence are good with people and thrive in social interactions, character ist ic * reading, empathize and understanding other s, * working wit h others and have many f riends. They t ypically learn best by working with ot hers and of t en enjoy discussion and debate. In theor y, people who have a high interpersonal intellig ence tend to be extroverts, character ized by their sensitivit y to others' moods, f eelings, temperaments and motivat ions.

15

Original text

Parallel text.

The Intrapersonal intelligence. Intrapersonal intelli gence Entails the capacit y to understand oneself , to appreciat e one's f eelings, f ears and motivat ions. In Howard Gardner's view it involves having an eff ective working model of ourselves, and to be able to use such inf ormation to r egulate our lives. This intelligence allows us to concentrate on our tasks of interest , also allows us to enter the world of meditation and encounter with ourselves helps us to under stand our f eelings, ideas, motivat ions, etc. I would call the examiner of consciousness . Some students learn best when they are able to f ocus on themselves. Some of the charact eris t ics of these students include: Enjoys wr it ing journaling Independent Perf ectionist Likes to work alone

Some career choices that correlat e with this specif ic int elligence include:

W riter Psychologist Philosopher Self -Employment.

16

Original text

Parallel text.

The nat uralist intelligence :

The Naturalist intel ligence: For some

Is to obser ve patterns in nat ure, identif y and classif y objects and to understand natural systems and those creat ed by man.

students is necessar y lear n best by understanding their

The Naturalist intelligence enables human beings to recognize, categorize and draw upon certain f eatures of the envir onment. It combines a description of the core abilit y with a charact erizat ion of the role that m any cultur es value. Enjoys pets

surroundings.

Some of the charact erist ics of these students include:

Enjoys camping, hiking, being part of nature Eco-Fr iendly Appreciat es natur als scenar io Loves the outdoors

Some career choices that correlat e with this specif ic int elligence include: Farmer Scientist Zoo Keeper Mar ine Biologist Veterinar ians

17

Original text

Parallel text.

Initially the list of intelligence not Are there additional intelligences? Since Howard Gardner's original listing of the intelligences in Fram es of Mind (1983) there has been a great deal of discussion as to other possible candidat es f or inclusion (or candidat es f or exclusion). Subsequent resear ch and ref lect ion by Howard Gardner and his colleagues has looked to three particular possibilit ies: a naturalist intelligence, a spiritual intelligence and an existent ial int elligence. He has concluded that the f irst of these 'merits addition to the list of the original se ven intelligences' (Gardner 1999: 52). The case f or inclusion of naturalist intelligence appears prett y straig htf orward; the position with regard to spiritual intelligence is f ar more complex. According to Howard Gardner (1999: 59) ther e are problems, f or example, around the 'content' of spir itual intelligence, its privileged but unsubstant iated claims with regard to truth value, 'and the need f or it to be partially identif ied through its eff ect on other people'. 18 include the naturalist intelligence, spir itual intelligence, and moral intelligence, because Gardner considerat e the unit e. He conclude the intelligences maybe include because the hum an need this intelligence f or a in tegrity person, but have a r ef lexing about these intelligences, the spiritual intelligence is complex, but necessar y f or the human because complement Initially the list int elligence dont have the naturalist intelligence, spir itual intelligence, moral intelligence. considered include t hem because they are important parts f or the integral human development , it appears as though spir itual intelligence complex def ined as the relat ion of man to a higher being and acceptance and understanding of these value s.

Original text

Parallel text.

For Gardner's intelligences do not In Frames of Mind Howard Gardner treated the personal intelligences 'as a piece'. Because of their close associat ion in most cultures, they are of ten linked together. However, he st ill argues that it makes sense to think of two f orms of personal intelligence. Gardner claimed that the seven int elligences rarely operate independently. They are used at the sam e time and tend to complement each other as people develop skills or solve problems. work independent ly, interact with them and can chang e and show some more than others, at some point dominate over each other . Any of the intelligences can be present to resolve any problems identif ied, these will be present taking into account factors of personalit y, social, econom ic etc. For example: A person can be an excellent athlet e and play guit ar ver y well, has t wo t ypes of intelligence to perf orm these activities. Some people are skilled in understanding the physical f ormulas and numer ical problems, and as teachers have a great abilit y to articulate their knowledge to students. There also people who develop other int elligences f or the work they do, a person oper ating industr ial machiner y needs kinesthetic intelligence and spat ial intelligence to operate the machines in charge.

19

Original text

Parallel text.

Gardner f or a human being has the In essence Howard Gardner argued that he was making two essential claims about mult iple intelligences: The theor y is an account of human cognition in its f ullness. The intelligences provided 'a new def init ion of human nature, cognitively speaking' Human beings are organisms who possess a basic set of intelligences. (Gardner 1999) abilit y to develop all the intelligences he has seen, but this is linked to the pr ocess of learning and individual peculiarities of each. This theor y now discarded the idea typical of intelligence , designed only to numerical or volume level academ ic because as mentioned all have the abilit y to develop these intelligences, but makes clear that although they are related and operate together their development depends on the act ivit y to which the person shows more inclination and identif icat ion. ther efore at a time may develop more kinetic intelligence , then you may have intrapersonal intellig ence, while the naturalist intelligence , and this is due to his chosen pr of ession could speak of a person who studies biolog y and has a group environmentalists who campaign in relat ion to the environment.

20

Original text

Parallel text.

The appeal of multi ple intelligences to educators Howard Gardner's theor y of multiple intelligences has not been readily accepted within academic psycholog y. However, it has met with a strongly posit ive response f rom many educators. It has been embraced by a range of educational theorists and, signif icant ly, applied by teachers and policymakers to the problems of schooling. A number of schools in North Am erica have looked to structur e curricula according to the int elligences, and to design classr oom s and even whole schools to ref lect the understandings tha t Howard Gardner develops. The theor y can also be f ound in use within pre school, higher, vocat ional and adult educat ion init iatives. This appeal was not, at f irst, obvious.

American educat ion has included the theor y of garnder to modif y their teaching , with this at tempt to adapt educat ion to the child and not tradit ionally been done to educate without taking into account these aspects in our count ry are ver y f ew schools use part of this educat ional system, because education just is devoted to f illing knowledge to students and does not take into account the particularities of each in the process. psycholog ists consider important as this theor y because it allows us to better inf orm people when choosing a career as intelligences present in each of us back at work to develop better tools to decide what to do dif f erently is when we something that is not related to our present attitudes or understandings . use proper personal theory and the dif f erent types of evaluation that provides the basis f or providing vocational guidance.

21