This article is devoted to the Minor Academy of Sciences of Ukraine as the education institution of national value. Nowadays, it’s the unique organization in Ukraine which purposefully and professionally takes care of spiritual, creative, intellectual development of the gifted children and young people, attracting them to the research, experimental, designer, inventor activity. The Minor Academy of Sciences of Ukraine is the leading establishment in the system of out-of-school education, which is traditionally well developed in Ukraine. Here, it takes part in the unique and original experience, without an overstatement speech, and its experience is valued in Ukrainian educational space and abroad as well. It is necessary to underline that achievements of the Minor Academy of Sciences of Ukraine is supported not only by the politicians, statesmen, governments of different levels, but also by volunteer effort of many enthusiasts in the different parts of the country. During of a comparatively short period (1995 – 2015) in the Minor Academy of Sciences of Ukraine, the adequate aims and tasks of this structure are produced; organizational-pedagogical mechanisms of activity, scientific principles and methods of pedagogical work with young students are developed, experience of social partnership with different institutions and subjects in matters of cherishing the intellectual elite of nation is accumulated. It is impossible to reveal the amount and variety of activity of the Minor Academy of Sciences of Ukraine (educational directions, projects, research programs, actions) in all plenitude on the columns of one article, that’s why in this publication we were concentrated on the most general and basic foundations of the activity of the Academy – normative, organizational, methodological, methodical, and practical. In conclusion of the analytical essay on the activities of the Minor Academy of Sciences of Ukraine it can be argued that this organization has a good tradition and confidence to be filled with positive expectations of the future. These expectations form the most talented children of our country, and their plans, hopes, dreams and desires are the living energy, which will stimulate further development of the MAS of Ukraine.
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.
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