Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl
Visit https://bibliotekanauki.pl
Title variants
. Foreign experience of using Howard Gardner’s multiple intelligences theory in the learning process.
Languages of publication
Abstracts
Thearticledescribesthe essence of the theory of H. Gardner, developmentofitsmainprinciples, foreignexperienceof its realization in educational practices. H. Gardner suggested that each person had a plurality of types of intelligence. Each of these different types represents special ways of processing and interpreting information, thus informing in which way each person cognizes the world. Creation and dissemination of the theory of multiple intelligences began a revolution in understanding and developing of the thinking processes in learning. H. Gardner argued that intelligence was dynamic and multidimensional, beyond the limits of the capabilities of linguistic-logical abilities that had traditionally been diagnosed in the learning process. G. Gardner’s theoryofmultipleintelligences has generated doubts about sustainable concepts in the field of cognitive science and education. According to H. Gardner’s theory, every person has different types of mind, the so-called intelligences, which reflect different ways of cognitive interaction with the world. Initially, H. Gardnerdistinguishedsevenintelligences– verbal-linguistic, logical-mathematical, intrapersonal, visual-spatial, musical-rhythmic, kinesthetic, interpersonal, laterthescientistaddednaturalistic, existentialandpedagogical. These types of intelligence are used by each individual to varying degrees, but one or more can dominate. The theory was not unambiguously accepted by scholars in the field of psychology, since, according to critics, was not subjected to a detailed experimental test.In response to critical remarks H. Gardner argued that his theory was based solely on scientific data taken from psychology, anthropology and biology (neurobiology, genetics). H. Gardner emphasized that the theory was based on the evidence of science; it changed on the basis of new scientific evidence, for example, only fifteen years after the initial formulation of the theory pedagogical intelligence had been determined as a human potential that began to develop in the early years of human life and manifested itself in the ability to teach. The theory of multiple intelligences is developing successfully. In particular, based on an analysis of the intrapersonal and interpersonal types of intelligence, D. Goleman distinguished emotional and social intelligences. Although Gardner’s theory was the subject of many discussions, it became a kind of catalyst that stimulated educators to rethink educational practices in the last century. At present, the theory is realized in many educational projects. H. Gardner summed up the recommendations for teachers about the implementation of the theory of multiple intelligence in educational practices: • Individualizetheteachingstyle (accordingtothemosteffectivemethodofperceivingthe learningmaterialforeachstudent); • to pluralize the ways of teaching material (studying important material in multiple ways); • avoidtheterm “styles” usexperimentallyunverified. H. Gardner described ways to solve problems that may arise during the implementation of the theory of multiple intelligence in pedagogical activity. The introduction of the theory of multiple intelligence into the pedagogical practice of foreign countries changed the presentation of teachers about the essence of teaching and learning processes in such a way that they began to take into account the individual differences of students in the ways of perceiving the educational material, provided a wide range of different activities, enriching personal experience and accelerating and facilitating the process learning helped to improve the student’s learning achievements. Today, most foreign educators believe that the theory of multiple intelligences is an axiom that needs to be taken into account, first of all, when designing and conducting various educational classes.In the conditions of development of a new Ukrainian school, foreign experience of implementing the theory of multiple intelligence in educational practices becomes of special relevance for a broad pedagogical community.
Year
Issue
Pages
115-133
Physical description
Dates
published
2017-12-25
Contributors
author
author
References
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-0b52b3a4-50fe-4780-817f-85a8c0d60b10
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.