Do you know about - A Critique of Howard Gardner's Text - Frames of Mind
Physical Therapy College Requirements! 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 discover the graceful maneuvers of Michael Jordan in the air above the basketball rim. In the same context, to hear the great vocal performance of Luciano Pavarotti may move one to ask if, in fact, it does require a extra and clear brain to devotee such demanding demonstrations of human brilliance. Or what of the complicated interpersonal skills needed by a therapist to successfully invent rapport and assist individuals to make helpful and persisting change? For years, especially in the education circles, most believed such talents were the periphery of true intelligence.
What I said. It is not outcome that the real about Physical Therapy College Requirements. You read this article for information about an individual want to know is Physical Therapy College Requirements.How is A Critique of Howard Gardner's Text - Frames of Mind
Howard Gardner, a Harvard University professor and author of Frames of Mind , believes each performance 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; capability to cope long chains of reasoning. This brain would be demanded of a mathematician or scientist. Conversely, a poet or journalist would require 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 realize the visual-spatial world accurately and to perform transformations on one's initial perceptions. Explorers such as Christopher Columbus would have required high spatial brain to navigate uncharted waters. Finally, a unique and cut off 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 multiple intelligence, I came across dozens of articles, book chapters, and similar text connected with Gardner's concepts of multiple brain (Mi). The basic concepts of Mi system is confined within Frames of Mind (1983). Agreeing to many researchers such as H. Morgan, Professor of Early Childhood at West Georgia College, the system that multiple factors contribute 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 mental abilities - verbal comprehension, word fluency, numerical fluency, spatial visualization, associative memory, speed of perception and think (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 physical scientists at the other, likewise caused a stir in 1959. Some intellectuals saw this as evidence of our failing educational system (Miller, 1983). Gardner responded to this little 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 academic kind of measure, and the more you try to apply brain tests results to milieus like schools - which can consist of clear kinds of expert or company organizations-the more proper the Iq test is, and the more proper that proper definition is. But, once you move to surface of school-like settings, then the proper system of brain is much less appropriate" (Koch, 1996).
According to Miller, other lists of mental 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 plan of cut off 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 system 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 production systems. Howard Gardner calls them intelligences (1983).The predominant question is, "Are they multiple intelligences or are they cognitive styles?" L.L. Thurstone was among the first of the brain test makers to recommend that the human organism was too complicated for intellectual activity to be thought about solely by a single human factor (Morgan, 1996). As a effect Thurstone (1938) developed the customary mental Abilities test, a multivariate analyses as a formula of measuring intellectual functioning. Thurnstone's system suggested, much to the liking of Gardner, that brain could not be thought about by measuring a single ability. The practice of brain testing began to effect the pattern of Thurstone. The work of Gardner has prolonged in similar fashion except maybe for, semantics.
In analyzing Gardner's seven clear intelligences beginning with logical-mathematical intelligence, one discovers an thoughprovoking 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 vast cognitive style system to consist of typological constructs from their personality theory. This plan 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 watch logical or numerical patterns and cope long chains of mental (Gardner & Hatch, 1989). The Mbti also identified these characteristics as cognitive studying styles employed by discrete personality types (Morgan, 1996, p. 266). Other studying style, The Field Independent types, arrival object relations in an analytical manner with the capability to watch objects as discrete 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 comment 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 record 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 discrete sensory modes often mature at discrete 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 capability 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 realize the visual-spatial world accurately and to perform transformations on one's initial perceptions (Gardner, 1983). With regard to the cognitive style, Breadth of Categorization, Kogan (1976, p. 60) describes it as the capability to set boundaries, either narrow or broad, around a central focal exemplar. Agreeing to Morgan, Spatial brain as described by Gardner is extremely compatible with the cognitive style invent of Breadth and Categorization (p.267). Individuals with broad categorizing cognitive styles have a greater capacity to realize the visual-spatial world and match Gardner's plan 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 remarkable similarity to Gardner's "capacity to realize the visual-spatial world...and to perform transformations on one's initial perceptions" (Morgan, 1983. P 267).
There is a remarkable similarity within Gardner's Bodily-Kinesthetic category (abilities to control one's body movements and cope objects skillfully) with the work of cognitive style investigations connected 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 mental as described in cognitive style system is important to body movement and control (Morgan, 1983, p. 267).
Other criticisms of Gardner's Bodily-Kinesthetic system is delineating in the middle of non-competitive performance and athletic performance 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 while social encounters (Morgan, 1996). Other divergence with Gardner's system 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 assess with Gardner's *capacities to watch and riposte 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 multiple Intelligence, the deliberate upon will inevitably continue. Many researchers, educators, and practitioners have much invested in maintain of the Mi theory. Despite the semantical divergence in terms brain or cognitive studying styles, the overarching benefit of Gardner's work was to silence the proponents of the single 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 foremost problems, and time spent mental 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 changeable in cognitive performance behavior.
Functions of discrete Experience. Homewood, Illinois: Dorsey Press
Gardner, H. (1983). Frames of Mind. New York: Basic Books
Gardner, H. & Hatch. (1989). multiple Intelligences go to school: Educational implications of the system of Mulitple Intelligences.
Educational Researcher 18, (8), 4-10
Holtzman, P.S. & Klein, G.S. (1954). Cognitive system system of leveling and sharpening personel differences in assimilation effects in visual 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 retell . Dec 25, 5 & 20
Morgan, H. (1996). An determination of Gardner's system of multiple 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 thoughprovoking 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). customary mental Abilities. Chicago: University of Chicago Press
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