Professional Documents
Culture Documents
More:
Theory of Knowledge
Howard Gardner
tweet
collaborate, which was not previously possible. Activity room was a time for students to
engage in activities centered around each of the intelligences, and was supervised by teacher
aides (Mettetal, Jordan, & Harper, 1997). The students also had "enrichment clusters" which
"brought together children of all ages with a common interest for four 1-hr sessions on topics
ranging from folk dancing to storytelling" (Mettetal et al., 1997, The School, 4).
The data analysis of interviews and survey results about the program showed that most
parents liked the idea of multiple intelligences and thought that schools should teach to all of
them. One interesting part of the survey was the children's response to the question "why
were the activity room and clusters done?" While many of the older children said something
about learning multiple intelligences, many of the younger children said things like 'for fun.'
The children were unwaveringly positive toward these activities, whether they saw them as
learning or as fun, while some of the parents were skeptical. Many commented that the
activities offered were things that the children did at home and that these activities should be
offered only as an optional after-school program for those students needing them. The parents
felt that less learning was going on during these times than in the regular classroom. Both
parents and children reacted positively to the mixed-age groupings in the enrichment clusters
(Mettetal et al l, 1997). Was the shift effective? I think the following quote on teacher/student
attitudes after the shift shows that it was:
It was clear that learning about MI theory changed the thinking of teachers and students even
before there was significant classroom curriculum change. Many teachers told us that they
now thought of ability in an entirely different way. Students embraced the concept because it
celebrated their diverse talents. In multiple intelligences theory, the issue of ability
differences is reframed in a manner that accounts for diversity and promotes self-esteem.
(Mettetal et al, 1997, Discussion, 2 )
I think this is how MI theory will prove to be useful in 21st century education. It will be a
pillar to remind us that students are not machines, but people. People have differences and
they learn differently because of those differences. Educators need to remember this and to
always use a mixed approach, giving students multiple points of entry for new knowledge.
Gardner says, "A pluralist approach opens up the possibility that students can display their
new understandings well as their continuing difficulties in ways that are comfortable for them
and accessible to others" (as qtd in Noble, 2004, p. 206). I think this is what education needs
to strive towards being: comfortable and accessible. Gone are the days of memorizing drills,
and stale, uninteresting classrooms with boring rote activities. Gone are the days of
condemning all students who don't learn this way, or who don't have a natural propensity for
linguistics and math-logic to the dunce chair. In the 21st century we will have a new era of
more noisy, chaotic classrooms, different activities for different students, and above all,
valuing all students for what they do bring into the classroom rather than condemning them
for what they don't. MI theory recognizes that all students have strengths and weaknesses,
like all teachers, and that working together in a positive way is the only solution to learning
and growing and letting all students have a chance to shine.
References
Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences. New York:
Basic Books.
Gardner, H. (1997). Multiple intelligences as a partner in school improvement.