Sie sind auf Seite 1von 12

Multiple Intelligences

Howard Gardner viewed intelligence as the capacity to solve problems or to fashion


products that are valued in one or more cultural setting.' Howard Gardner initially
formulated a list of seven intelligences. The first two have been typically valued in schools;
the next three are usually associated with the arts; and the final two are what Howard
Gardner called personal intelligences
Here is a detailed view on 2 of the 3 intelligences associated with art, i.e
bodily / kinesthetic
visual / spatial

Bodily / kinesthetic intelligence.


Definition
Bodily-kinesthetic intelligence entails the potential of using ones whole body or parts
of the body to solve problems. It is the ability to use mental abilities to coordinate bodily
movements. Howard Gardner sees mental and physical activity as related.
Characteristics and explaination of kinesthetic intelligence

It entails the potential of using one'e whole body or parts of the body to solve
problem.
It is the ability to use mental abilities to coordinate bodily movements.
Bodily intelligence is the capacity to manipulate objects and use a variety of
physical skills
this intelligence also involves a sense of timing and the perfection of skills through
mind body union.
Kin-esthetic intelligent person has potential to make something , put on some kind
of production ,
bodily intelligence involves physical coordination and dexterity using fine and gross
motor skills and expressing oneself or learning through physical activities.
You are likely to move around a lot finding the hands on approach to learning best
and enjoying lots of interactivity.
You have very good hand eye coordination and find it easy to play ball games or
balance well.
You also manage to pickup the controls to new computer games quite quickly A lot
of body smart children may have a hard time concentrating at school as lots of
teachers teach mostly using words and numbers.
Some may have told that they have attention deficit disorder (ADD) or are
hyperactive .
Howard sees mental and physical activities as related
We often talk about learning by doing this way of knowing happens through
physical movements and through the knowing of our physical body.
The body knows many things that are not necessarily known by the conscious ,
logical mind , such as how to ride a bike , how to parallel park a car , dance the
waltz , catch a thrown object , maintain balance while walking , where the keys are
on the computer key board .
If you have strength in this intelligence area you tend to have keen sence of body
awareness .
You like physical movements , dancing , making and inventing things with your
hands and role play.
You probably communicate well through body language and other physical
gestures .
You can often perform a task much better after seeing someone else do it first and
then mimicking their actions .

Tools

You probably like physical games of all kinds and you like to demonstrate how to do
something for someone else.
You may find difficult to sit still for long periods of time and are easily bored or
distracted if you are not actively involved in what is going around you .
and opportunities teachers can use to boost bodily/ kinesthetic intelligence
encourage learning by doing in classroom to support lecture method
encourage role playing,mimicry for subjects such as history.
Planning physical activities for maximum possible topics so that the students would
learn better by actually doing it.
Study with music
study in front of mirror
taking notes and studying

Career options
Demonstrators
Divers
Solders
Fire fighters
Ergonomists
Fishermen
Drivers
Crafts people
Gardeners
Chefs
Acupuncturists
Healers
Adventurers
Mechanics
Coach
Athlete
Sports Analyst
Acrobat
Gymnast
Choreographer
Builder
Hairdresser
Lifeguard
Magician
Stunt person
Dentist
Famous personalities having this intelligence

Sachin Tendulkar
Wayne Gretzky With the title of "greatest player in National Hockey History", he is
the brain surgeon of the Hockey rink.

Activities
to make learners learn about 3 shapes :- square , rectangle , triangle .
Tell students to bring 3 craft papers.
Make students observe a craft paper which is already a square shape.
While teaching a rectangle ask students to fold their square paper in middle so it becomes
rectangle.
While teaching a triangle ask students to join the opposite facing corners so it becomes a

triangle.

VISUAL/SPATIAL INTELLIGENCE
Definition
The ability to generate, store, retrieve and transform visual images and
sensations. Gv abilities are typically measured by tasks (figural or geometric)
that require the perception and transformation of visual shapes, forms or
images and/or tasks that require maintaining spatial orientation with regard to
objects that may change or move through space.
Dr. Kevin S. McGrew
Spatial intelligence involves how well an individual processes visual
information. This includes the ability to visualize objects and rotate,
transform, and otherwise manipulate them. It is a foundational intelligence
upon which many of the other intelligences rely and interact. Engineers and
scientists are among those that Howard Gardner sees as having high spatial
intelligence.
Explanation
In other words, they possess the ability to visualize the world accurately, modify
their surroundings based upon their perceptions, and recreate the aspects of
their visual experiences. People with high visual-spatial intelligence are good at
remembering images, faces, and fine details. They are able to visualize objects
from different angles.
People with high visual-spatial intelligence also have good spatial judgment
and reasoning. That is, they are able to accurately judge the distance
between them and an object, how far the object is to the right, etc. They are
skilled at using their ability to visualize and their spatial judgment to complete
tasks and projects that include design, judgment, and creativity. For this
reason, they make good painters, artists, architects, engineers, and designers.
Visual-spatial intelligence has also been found in individuals who are blind or
visually impaired. For example, a blind individual who uses touch and spatial
reasoning to calculate the size, shape, width, and length of an object, which
results in an accurate visual picture of the object, is showing visual-spatial
intelligence.
Characteristics
core abilities
Spatial Awareness The ability to solve problems involving spatial orientations and moving objects
through space, such as finding ones way around.
Working with objects The ability to use strategic eye-hand co-ordination to construct, arrange,
decorate or fix things.
Artistic Design -

The ability to carry out tasks or projects, which require aestheticism,


judgement and design.
Some people are gifted with the ability to visualise the world with great
accuracy. They are able to think in three-dimensional terms and can re-create
an idea into a working visual model that they are also able to adapt and modify
such a model prior to any physical construction. Such individuals have an
amazing ability to create a mental map of a new territory providing a strong
sense of spatial awareness for where they are positioned in relation to the world
around them.
If you possess Visual-Spatial Intelligence, you are also highly likely to be good at
arts and crafts, including design work. You may have an aptitude for architectural
design, or be an excellent map-reader who can create an image of a landscape
from the information on a map. You will probably find flowcharts and diagrams
useful ways of considering information. It is often easy to recognise someone
with Visual Spatial Intelligence, as they are able to navigate easily and visually
arrange new information.
Visual Spatial Intelligence is defined by Gardener (in Frames of Mind) as the
ability to perceive the visual world accurately, to perform transformations and
modifications upon ones initial perceptions, and to be able to re-create aspects
of ones visual experience, even in the absence of relevant physical stimuli.
People with visual spatial intelligence feature the following qualities
They find it interesting to solve visual puzzle.
They can visualize images in their head.
They like geometry at school.
They clearly notice shapes and colors.
They have a penchant for photography.
They are capable of remembering places clearly.
They like books containing pictures.
They are good at artistic skills.
They are good at Drawing.
They are good at artistic composition.
They are good observant.
They may be good driver.
They may have vivid dreams.
Ability to create complex and mental images.
Ability to find their way mentally and phisically around environment.
Ability to use Mind Maps.
Ability to see phisical world accurately and translate it into new form.

tools and opportunities


Intelligence

teacher

can

provide

to

boost

Visual/spatial

1. Teacher can focuss on concrete spatial skills by building things. Toys such as
blocks and gadget wheels can improve spatial reasoning, according to Johns
Hopkins University. Take 10 to 15 minutes out of every day to challenge yourself
to
complete specific tasks. For example, you might build a Lego castle or construct a

roller

coaster.

2. Build Blocks, Legos, Lincoln Logs and Marble Run are great examples of toys
that can strengthen your childs spatial reasoning and coordination skills. You can
also build pillow forts, ice cube castles, marshmallow & toothpick cities be
creative and see what you both come up with!
3. Ask your child to grab a certain number of toys and objects from around the
room and put them on the floor. Ask her to arrange them so they are all in view,
and have her try to picture what it looks like when she closes her eyes. When she
is not looking you can add something, remove something or change where
something is placed. Tell her to open her eyes, and see if she can tell you whats
different. (This also helps memory skills). Be sure to take turns!
4. Treasure Maps-Making and following treasure maps will help child translate a 2dimensional, birds-eye view of the living room or backyard into the 3-dimensional
reality they actually experience. Bury some treasure and gift your pirate a quest!
5. Imagination Journey- Tell your child that you want to take her on a journey
through a made-up world. Ask her to get comfortable, close her eyes and relax.
Describe a beautiful outdoor scene including sensory information (ie, it smells
like roses, you feel the warmth of the sun, you hear a robin singing, etc). In this
world, have your child find the most incredible tree. Start asking questions (ie,
what does the tree look like? Can you climb it? Is there someone or something
already at the top?). Who knows what creatures might show up, or what might
happen! When the journey is over, paint or draw different aspects of this
imaginary world along with your child.
6. Complete other jigsaw puzzles. Jigsaw puzzles require you to picture a
finished picture and be aware of where the pieces go in relation to others, which
develops
spatial
intelligence.
career options
Artist
Computer programmer
Engineer
Film animator
Graphic artist
Interior decorator
Photographer
Mechanic
Navigator
Interior Designer

Driver
Urban planner
Web master
Surveyor
Strategic Planner
Sculptor
Pilot
Outdoor guide
Machanics
Architector. Etc.....

Existential intelligence
EVOLUTION
Since Howard Gardners original listing of the intelligences in Frames of Mind(1983)
there has been a great deal of discussion as to other possible candidates for inclusion.
Subsequent research and reflection by Howard Gardner and his colleagues has looked to

three particular possibilities: a naturalist intelligence, a spiritual intelligence and an


existential intelligence. He has concluded that the first of these can be added to the list of
the original seven intelligences but with regard to spiritual intelligence is far more complex.
According to Howard Gardner there are problems, for example, around the content
of spiritual intelligence, its privileged but unsubstantiated claims with regard to truth value,
and the need for it to be partially identified through its effect on other people. He thought
that it was best to put aside the term spiritual due to its problems and to speak instead of
an intelligence that explores the nature of existence in its varied forms. Thus, an explicit
concern with spiritual or religious matters would be one variety often the most important
variety of an existential intelligence.
Definition
Professor Gardner has offered a preliminary definition as: Individuals who exhibit the
proclivity to pose and ponder questions about life, death, and ultimate realities, he has
not fully confirmed, endorsed, or described this intelligence.
Existential intelligence can be defined as the ability to be sensitive to, or have the capacity
for, conceptualizing or tackling deeper or larger questions about human existence.
People who have this intelligence are not afraid to tackle thinking about questions that
revolve around such issues as the meaning of life, or contemplate questions like why are
we born, why do we die, what is consciousness, or how did we get here?
Explanation
There are many people who feel that there should be a ninth intelligence, existential
intelligence ( wondering smart, cosmic smart, spiritually smart). The possibility of this
intelligence has been alluded to by Howard Gardner in several of his works. He has stated
that existential intelligence might be manifest in someone who is concerned with
fundamental questions about existence, or who questions the intricacies of existence.
Since a great deal of the importance and credibility of Gardners work rests on neurological
evidence of site specific locations within the brain, it might be that it is a bit risky for any
author or scientist to definitively pinpoint the exact biological seat of spiritual wonder or
cosmic awareness without offending any number of people, or some cultural or religious
groups. I think it is important to remember that part of the power of Gardners work
depends upon careful examination of the available data and scientific evidence. So, at this
point in time, it might be safer to say that existential intelligence is the half in 8-1/2
intelligences that comprise MI Theory.
Despite this avoidance on Gardners part to definitively commit to existential intelligence,
there are many who have accepted the presence of this intelligence as fact and have
attempted to clarify what it might look like if it were part of the MI array. For those who
have met children who appear to have old souls, it is often easy to accept the existence
of existential intelligence as something very real and important. These are the children
who appear to have a sixth sense, they may be highly intuitive and insightful, even what
some might describe as psychic, or they are the ones who pose, and sometimes even
answer, lifes larger questions like:

Why am I here? Why are we here?


Are there other dimensions and if so what are they like?
Can animals understand us, or do animals go to heaven?
Are there really ghosts?
Where do we go when we die?
Why are some people evil?
Is there life on other planets?
Where is heaven?
Where does God live?

Characteristics

Core Characteristics:
Collective Consciousness the capability to see how something relates to the big
picture
Collective Values the understanding of classical western values of truth, goodness
and beauty
Summative Iteration the ability to summarize details into a larger understanding
Intuitive Iteration a responsiveness to the intangible qualities of being human, be
it responding to the arts, philosophical virtues or religious tenets

Those with existential intelligence see their role in the big picture more easily than others
and this is very important to them. They question the meaning of life and seek the
answers; most of the time this is done through some form of religion. They have the ability
to understand religious and spiritual ideals. They have a strong understanding of things
that are not visual to the eye but through faith and belief. They see art work as it was
meant to be seen with the meanings clearer than those testing low in existential
intelligence. Those with existential intelligence find meditation and relaxation easy and
rewarding. Those with existential intelligence might also have higher level of naturalistic
intelligence as they see the beauty in nature and seek out inspiring places. Those with this
intelligence enjoy reading philosophical writings and find that learning is done more easily
by using real world experiences. They seem to feel more comfortable with their own being
if they feel connected to people, ideas, and beliefs.
Individuals with a strong existential intelligence:
Seek meaningful learning

Look for connections across the curriculu

Like to synthesize ideas based on their learning

Enjoy literature and customs from other cultures

Have a strong connection with family and friends

Develop a strong identity with their neighborhood and town

Express a sense of belonging to a global community

Like to get involved with social and political causes

Can have a strong commitment to their health and well-being

Tend to look at information relative to the context in which it is presented

tools and opportunities teacher can provide to boost Existential Intelligence


Support this intelligence in the classroom by:

Offering an overview before starting new instruction


Considering topics from multiple points of view
Relating material to global themes and concepts
Integrating your instruction across the curriculum
Including the arts in instruction where appropriate
Discussing how topics are important to the classroom, school, community or world
Bringing in resource people who offer additional perspective on a topic
Helping students learn to cohesively summarize what they have learned
Allowing students to demonstrate learning by applying understanding in new and
different contexts
Having students participate in rubric development for performance-based tasks so
that they take ownership for their learning

Career options

religious leader

philosopher

healer

science fiction author

counsellor

therapist / psychologist

social workers

motivational speakers

human resources workers

politician

Famous people having existential intelligence

Buddha
Jesus Christ
Dalai Lama: Dalai means "ocean" and Lama means "spiritual leader" so the translation
means "ocean of wisdom," which has been the lifelong quest of the Dalai Lama to bring
to the world through countless speeches, books and political and spiritual meetings with
the world leaders.

Activity
Children are full of questions about the universe, and they are not afraid to ask them:
'Where did I come from?', 'What colour is God?', 'Why do people die?'. If you are working
with younger children, ask them, 'What's the biggest question you can ask me?'. Set some
time aside for answering. Short meditations with music can prepare pupils for learning and
the question 'Why?' can help. Take an idea linked to any learning objective and ask,
'Why?'. Then ask why to the answer and keep going. Like a curious child, you'll eventually
get to a deep question about life, the universe and everything.

BRAIN AREAS ASSOCIATED WITH RESPECTIVE INTELLIGENCE

Bodily/kinesthetic
The pre-motor cortex executes movement.
At the junction of the frontal and parietal lobes lie the sensory and motor
cortices.
Each area of the body has a corresponding part of these cortices associated
with.
Visual/spatial
The right hippocampus and parietal cortex help you find your way around a
space.
Different parts of the visual cortex look after various aspects of vision:
V1 - general scanning
V2 - stereo vision
V3 - depth and distance
V4 colour
V5 motion.
Existential

The 'God Spot' found in the temporal lobes fires up during prayer and
meditation.

DISRUPTIVE BEHAVIOURS
Below is the table of 'disruptive' behaviours that Liz Flaherty has identified during her
research
Intelligence

Manifestation as 'disruptive' behaviour

Visual/spatial

Needs to sit in 'his'/'her' seat


Likes personal area not to be
obstructed
Behaves worse if in a strange room

Finds it hard to sit still


Plays with equipment
Taps desk
Clicks pen
Leaves seat at any opportunity
Touches other pupils
Swings on chair
Fidgets

Bodily/kinesthetic

BODY LANGUAGE OF INDIVIDUALS HAVING RESPECTIVE INTELLIGENCE


EXISTENTIAL

BODILY / KINESTHETIC

VISUAL-SPATIAL

RESOURCES
If one wants to activate the intelligences in their teaching, he/she will need resources
matched to each one of the intelligences. The table below lists two types of resource active and passive - specific to the intelligences. Active resources are the tools, materials
and furniture used to make things; passive resources are more part of the scenery.
Intelligence

Active resources

Passive resources

Visual/spatial

Camcorder;
digital
camera;
materials/media;pens;
computer

Bodily/kinesthetic

Construction
kits/games, Sport/dance
modelling clay, computer
artwork

Existential

A space to think

still Maps, 2D and 3D artwork,


art diagrams, coloured walls,
travel posters
posters,

3D

Philosophical
quotations,
religious artefacts, pictures
of philosophers and religious

leaders

QUOTATIONS
Quotations are highly distilled drops of wisdom. The following examples are organized to
tie in with the multiple intelligences. They will give the learners something to think about
in each area of talent. They could be displayed on walls, perhaps along with affirmation
statements, or left out on work tables to inspire.
Existential
Isn't it enough to see that a garden is beautiful without having to believe that
there are fairies at the bottom of it too?
Douglas Adams,author
I don't believe In God but I'm very interested in her.
Amur c. ciarke, author
Aim at Heaven and you will get Earth thrown in. Aim at Earth and you get neither.
C.S. Lewis, author
Visual/spatial

YOU don't take a photograph, yOU make it


Ansel Adams, photographer

Artists can color the sky red because they know it's blue. Those of us who aren't
artists must color things the way they really are or people might think we're stupid.
Jules Feiffer, cartoonist and author
An artist is a dreamer consenting to dream of the actual world.
George Santayana, philosopher and author
Bodily-kinesthetic
I've missed more than 9,000 shots in my career. I've lost almost 300 games.
Twenty-six times I've been trusted to take the game-winning shot and missed.
I've failed over and over and over again in my life. And that is why I succeed.
Michael Jordan, sportsman
Acting is a matter of giving away secrets.

Eiien Barkin, actress

It's good sportsmanship to not pick up lost golf balls while they are still rolling.
Mark Twain, author

EXAMPLES:

worship places in india.


Visual-spatial: show them videos and photograph regarding the places. Eg:
chruch, temple.
Bodily-kinesthetic: tell them to make a sculpture or drawing about the place
or make them do a role play based on the rituals that take place.
Existential: tell them about the origin of the workship places, its impotance
in an individual's life, acknowledge them as to why people belive in the
rituals.

BIBLOGRAPHY

Fleetham M, Multiple Intelligences in practice, 2006, Network Continuum


Education
file:///D:/sanchu/projects/MAET/EP/Multiple_intelligences_in_practice_fleetham_mi
ke1.pdf
Gardner H, Frames Of Mind, 1983
http://howardgardner.com/multiple-intelligences/
http://surfaquarium.com/MI/profiles/existential.htm
http://whizzcubz.blogspot.in/2006/11/test-your-interlligences.html
http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/
http://www.seattlecentral.edu/careercenter/powerpoints/MULTIPLE
%20INTELLIGENCE%20THEORY.pdf
www.niu.edu
skyview.vansd.org
psychology.about.com
www.tecweb.org
www.uncg.edu
www.businessballs.com
http://psychology.about.com/od/educationalpsychology/ss/multiple-intell_2.htm
http://www.ehow.com/how_4449438_improve-spatial-intelligence.html
http://growingwithyourchild.com/the-spacial-intelligence-how-to-identify-picturesmart-learners/
https://www.google.co.in/search?
newwindow=1&q=visual+spatial+intelligence+careers&revid=882669810&sa=X&ei
=dZXwU9j3NoqeugTkpICgDA&ved=0CJIBENU
http://www.inspiring-breakthrough.co.uk/learning-styles/visual-spatiallearning.htm

BYSanchali Phutane
Kalyani Joglekar
Nita Khairnar

Das könnte Ihnen auch gefallen