МНОЖИННИЙ ІНТЕЛЕКТ І ОБДАРОВАНІСТЬ У ТЕОРЕТИЧНІЙ МОДЕЛІ ГОВАРДА ГАРДНЕРА

• Authors: Наталія Лавриченко

Title variants

EN

Тhe multiple intelligences and giftedness in the theoretical model of Howard Gardner

• Languages of publication: UK

Abstracts

EN

Famous American scientist, Howard Gardner (born July 11, 1943) provides researches in the field of children and developmental psychology. Hе hold position as Adjunct professor of psychology at the Harward University for a long time. He has received honourary degrees from 26 colleges and universities in different countries such as Bulgaria, Chile, Greece, Israel, Italy, South Korea, entered top 100 of the most prominent intellectuals of the world. Howard Gardner has written 25 books, which are translated into 28 languages, as well as hundreds of articles, published in reputable scientific editions. The most known work, wich brought him a recognition in the scientific world, was the book «Frames of Mind: The Theory of Multiple Intelligences» (1983). The revolutionary scientist’s vision of human mind as a complex structured research object has shattered the widespread concepts оf intelligence as general capacity, which can be measured with proved psychometric tools. These «Tectonic Shifts» in intelligence understanding have concerned not only psychology, but also pedagogics as a related field. Hence, the significant сhanges in understanding of student’s skills, capabilities, giftedness and possibilities of their development, estimation and assessment. The goal of this article is to consider the theory of Multiple Intelligences in the frames of pedagogics, to conceptualize the main grounds of this theory in order to find the possibilities of gifted children and youth progress promotion. The article characterizes the outlined by Howard Gardner types of intelligence – linguistic, spatial, logical-mathematical, musical, bodily-kinesthetic, personal and interpersonal. In conclusion the author draws attention to an important remark of Howard Gardner about the fact that opened and described types of intelligence should not be taken as a given, they don’t exist as physical objects, but only as potentially useful scientific concepts. This means that, working with them, teachers have a wide scope for creativity, which will largely depend on what content and meanings will complete the formation of the unique intellectual profile of a child.

Keywords

EN

intellectual development of the child; multiple intelligences; giftedness; education

• Publisher: Sumy State Pedagogical University named after A.S. Makarenko
• Journal: Педагогічні науки: теорія, історія, інноваційні технології
• Year: 2016
• Issue: 4(58)
• Pages: 11-20

Dates

published

2016-04-25

Contributors

author

Наталія Лавриченко