Do you know about - A Critique of Howard Gardner's Text - Frames of Mind
Physical Therapy Schools Georgia! Again, for I know. Ready to share new things that are useful. You and your friends.If one watched the Nba Finals in 1998, even if not a Chicago Bulls fan, one would have to be amazed to gawk the graceful maneuvers of Michael Jordan in the air above the basketball rim. In the same context, to hear the brilliant vocal carrying out of Luciano Pavarotti may move one to ask if, in fact, it does want a special and clear brain to expert such demanding demonstrations of human brilliance. Or what of the involved interpersonal skills needed by a therapist to successfully design rapport and help individuals to make helpful and continuing change? For years, especially in the study circles, most believed such talents were the periphery of true intelligence.
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Howard Gardner, a Harvard University professor and author of Frames of Mind , believes each carrying out mentioned above requires a unique and clear intelligence. When Jordan evades defensive players while skillfully controlling the ball, and leaps just at the right moment to both draw a foul on the opponent and score a goal, demonstrates what Gardner terms bodily-kinesthetic intelligence. When Pavarotti thunderously exhorts a musical score from an Italian Opera, he draws upon musical intelligence. A therapist likewise taps into interpersonal brain to fulfill the requirements of that profession. There are four other clear intelligences of which Gardner argues to be unique and separate: logical-mathematical, linguistic, spatial, and inter/intrapersonal. Logical-mathematical brain is sensitivity to, and capacity to discern, logical or numerical patterns; quality to handle long chains of reasoning. This brain would be demanded of a mathematician or scientist. Conversely, a poet or journalist would want high linguistic intelligence: sensitivity to the sounds, rhythms, and meanings of words; sensitivity to the different functions of language. Spatial brain requires the capacity to perceive the visual-spatial world accurately and to perform transformations on one's introductory perceptions. Explorers such as Christopher Columbus would have required high spatial brain to navigate uncharted waters. Finally, a unique and detach brain termed inter/intrapersonal enables one to have knowledge of one's own strengths, weaknesses, desires, and intelligences - a blessing to any therapist who may have clients with such clear intelligence.
In researching many intelligence, I came across dozens of articles, book chapters, and similar text associated with Gardner's concepts of many brain (Mi). The basic concepts of Mi ideas is confined within Frames of Mind (1983). Agreeing to many researchers such as H. Morgan, Professor of Early Childhood at West Georgia College, the ideas that many factors lead to what is generally thought about brain is not new (Morgan, 1996). As early as the 18th century Christian Wolff wrote of a facultas appetiva and a facultas cognoseitiva - a faculty for willing and a faculty for knowing.
Later, German philosophers added a third faculty for feeling. In 1939, Louis Thurstone of the University of Chicago had published evidence for seven independent reasoning abilities - verbal comprehension, word fluency, numerical fluency, spatial visualization, associative memory, speed of perception and hypothesize (Miller, 1983). C.P. Snow's consideration that intellectual life had come to be organized into two mutually uncomprehending groups, with literary intellectuals at one pole and corporal scientists at the other, likewise caused a stir in 1959. Some intellectuals saw this as evidence of our failing educational ideas (Miller, 1983). Gardner responded to this diminutive scope of intellectual range by stating, "I think it has to do with the circumstances under which the brain test was developed. It was developed to predict who would have problem in school. So it's basically a schoraly kind of measure, and the more you try to apply brain tests results to milieus like schools - which can consist of clear kinds of pro or business organizations-the more thorough the Iq test is, and the more thorough that thorough definition is. But, once you move to outside of school-like settings, then the thorough ideas of brain is much less appropriate" (Koch, 1996).
According to Miller, other lists of reasoning faculties were compiled by the school of "common sense philosophy" in Scotland and later used in the science of phrenology in the German school headed by Franz Gall, who identified 35 faculties localized to different parts of the head. However in the middle of the 19th century, the whole concept of detach faculties was displaced by theories of association of ideas, and even in America, efforts by Horace Mann to keep the school of phrenological alive faded by the close of the 19th century (1983).
History appears to repeat itself, and Agreeing to Miller, the ideas of Mi, in its myriad forms, is no exception. In Frames of Mind, Gardner mentions the fact Chromsky calls these faculties organs; the philosopher Gerald Fedor calls them modules; the British psychologist Allport calls them yield systems. Howard Gardner calls them intelligences (1983).The illustrious quiz, is, "Are they many intelligences or are they cognitive styles?" L.L. Thurstone was among the first of the brain test makers to suggest that the human organism was too involved for intellectual activity to be thought about solely by a particular human factor (Morgan, 1996). As a follow Thurstone (1938) developed the primary reasoning Abilities test, a multivariate analyses as a formula of measuring intellectual functioning. Thurnstone's ideas suggested, much to the liking of Gardner, that brain could not be thought about by measuring a particular ability. The institution of brain testing began to follow the pattern of Thurstone. The work of Gardner has continued in similar fashion except possibly for, semantics.
In analyzing Gardner's seven clear intelligences starting with logical-mathematical intelligence, one discovers an enthralling parallel to two other cognitive styles. In the 1940s, Briggs and Meyers started developing self-report questions that would lead to assessments of personel personality types and their cognitive styles. They expanded cognitive style ideas to consist of typological constructs from their personality theory. This concept has been referred to as the Myers-Briggs Type Indicator (Mbti) (Myers and McCauley, 1985). As mentioned earlier, Gardner categorized logical-mathematical brain as the capacity to see logical or numerical patterns and handle long chains of reasoning (Gardner & Hatch, 1989). The Mbti also identified these characteristics as cognitive studying styles employed by various personality types (Morgan, 1996, p. 266). Other studying style, The Field Independent types, approach object relations in an analytical manner with the quality to see objects as various from their context. Interestingly, Gardner's Logical-Mathematical brain employs approximately the same description.
Morgan (1983) indicates cognitive theorists have identified three basic sensory modes of interacting with the environment. They are kinesthetic, visual, and auditory (verbal thinking). It is with "verbal thinking" we draw a close comparison to Gardner's Linguistic brain - "sensitivity to meanings of words...(and) sensitivity to different functions of language (p. 266).
In commentary of Gardner's Musical Intelligence, Morgan (1983) argues the auditory component of cognitive studying styles appears to be very similar to pitch, timbre, and expressiveness in Gardner's article of Musical Intelligence. Also, how does one portion one's appreciation of the forms of musical expression? Cognitive theorists have also been somewhat skeptical of Musical brain based on *End States* due to the fact the various sensory modes often mature at various stages in a child's life, so how can we predict Musical brain based on these *End States?* Also, we must not neglect the significance of a child being raised in a contentious home where music is encouraged. A child, for example, with moderate quality to perform early in life, with encouragement, motivation, and interest, could excel in music later in life.
Gardner's definition of Spatial brain includes the capacity to perceive the visual-spatial world accurately and to perform transformations on one's introductory perceptions (Gardner, 1983). Concerning the cognitive style, Breadth of Categorization, Kogan (1976, p. 60) describes it as the quality to set boundaries, either narrow or broad, colse to a central focal exemplar. Agreeing to Morgan, Spatial brain as described by Gardner is highly compatible with the cognitive style design of Breadth and Categorization (p.267). Individuals with broad categorizing cognitive styles have a greater capacity to perceive the visual-spatial world and match Gardner's concept of Spatial Intelligence. Holtzman & Klein, (1954); Santosteno, (1964); Israel, (1969) referred to these attributes as leveling and sharpening. Within the visual/figural (spatial thinking) mode of leveling and sharpening, one discovers a striking similarity to Gardner's "capacity to perceive the visual-spatial world...and to perform transformations on one's introductory perceptions" (Morgan, 1983. P 267).
There is a striking similarity within Gardner's Bodily-Kinesthetic type (abilities to control one's body movements and handle objects skillfully) with the work of cognitive style investigations associated to sensory modalities and motor control. Kinesthetic (motoric thinking), is one of three cognitive style basic modalities found within the framework of Gardner's Linguistic Intelligence. Motoric reasoning as described in cognitive style ideas is indispensable to body movement and control (Morgan, 1983, p. 267).
Other criticisms of Gardner's Bodily-Kinesthetic ideas is delineating in the middle of non-competitive carrying out and athletic carrying out on the playing field. Agreeing to Elias, (1979); Einstein, (1979); Fiske, (1977) allude to a sensory-active cognitive style that tends to guide the facts processing for clear individuals, such as Black and Hispanic students. In other words, the facts processing for the athlete on the playing field could be drastically different from that within a non-competitive situation. These researchers discovered Black and Hispanic students tend to perform better in classrooms that are not silent.
The final brain identified by Gardner is Interpersonal and intrapersonal Intelligence. Briefly, Gardner's has identified the absence or nearnessy of external (interpersonal), and internal (intrapersonal) social skills as *intelligences.*Cognitive style theorists have defined these characteristics with the domains of Field Independent and/or Field Dependent characteristics employed by individuals during social encounters (Morgan, 1996). Other discrepancy with Gardner's ideas on inter/intra intelligences can be found in the work of Bieri (1961) who identified the bimodal cognitive style labeled Cognitive Complexity vs. Cognitive Simplicity - the constructs by which individuals define their personal and social world. These constructs compare with Gardner's *capacities to see and acknowledge appropriately to the moods, temperments, and desires of other people" (Morgan, 1996, p. 268).
With regard to the arguments supporting cognitive studying styles as opposed to many Intelligence, the deliberate upon will inevitably continue. Many researchers, educators, and practitioners have much invested in reserve of the Mi theory. Despite the semantical discrepancy in terms brain or cognitive studying styles, the overarching advantage of Gardner's work was to silence the proponents of the particular factor constructs of intelligence. In summary, Miller (1983) states, "The value of Frames of Mind lies less in the answers it proposes that in the problems it poses. They are important problems, and time spent reasoning about them will be time well spent, either or not your conclusions agree with Mr. Gardner's."
References:
Bieri, J. (1961) Complexity - Simplicity as a personality variable in cognitive carrying out behavior.
Functions of various Experience. Homewood, Illinois: Dorsey Press
Gardner, H. (1983). Frames of Mind. New York: Basic Books
Gardner, H. & Hatch. (1989). many Intelligences go to school: Educational implications of the ideas of Mulitple Intelligences.
Educational Researcher 18, (8), 4-10
Holtzman, P.S. & Klein, G.S. (1954). Cognitive ideas ideas of leveling and sharpening personel differences in assimilation effects in optic time error. Journal of science of mind 37, 105-122
Kogan, N. (1976). Cognitive Styles In Infancy and Early Childhood. New Jersey: Lawrence Erlbaum
Miller, G. (1983). Varieties of Intelligence. New York Times report . Dec 25, 5 & 20
Morgan, H. (1996). An analysis of Gardner's ideas of many Intelligence. Roeper-Review. Vol 18,4, pp. 263-269
Myers. I. B. And McCauley, M.H. (1985). Manual: A Guide to the amelioration and Use of the Myers-Briggs Type Indicator. Palo Alto, California: Consulting Psychologist Press
Koch, C. (1996). The enthralling Stuff. Cio magazine. Mar. 15
Santostefano, S. G. (1964). A developmental study of the cognitive control leveling-sharpening. Merrill- Palmer regular 10. 343-360
Thurston, L.L. (1938). primary reasoning Abilities. Chicago: University of Chicago Press
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