MULTIPLE Intelligences – Intro (Part 1b)

9 styles of Intell 

I DIDN’T KNOW 
there was so many options

PREVIOUS:
 Multiple Intelligences (Part 1)

SITE: Theory of multiple intelligences

 

 

Multiple Intelligences (M.I.) are mainly about our style of learning.
We may have a dominant one, a mixture, or use a different style for different situations. The most well-know ones are based on our senses (eyes, ears, gut, & less used are tongue & nose). Nor are they fixed – less dominant ones can be developed, & preferred ones enhanced.

Research on learning has shown that ADULTS learn differently from younger students (MORE…)
Malcolm Knowles, Adult Educator & contributor to the ‘Humanist Learning Theory’, identified six assumptions about the needs of adults in earning/training situations. LEARNERS:
Need to know Why – what value does this info have to them, how is the knowledge of direct benefit
Self-Concept – most adults believe they’re responsible for their own lives, so they need to be seen & treated as capable & self-directed. They have a need for independence, but not enough to cause discomfort
Experience – individuals come with a wide variety of differences in background, goals, interests, adult Edlearning style, motivation, needs

Readiness – they are ready to learn because they need or want to know how to effectively cope with real-life situations
Orientation – being mainly task-oriented & problem-centered, adults look for practical info which can be applied to everyday issues. They learn best with problem-based approaches & through actual experience
Motivation – they respond to some external motivators (better job, higher salaries….), but the strongest motivators are internal (desire for increased job satisfaction, self-esteem….)

• In the 1960‘s, Dr. Howard Gardner, a Harvard Professor of Cognition and Education, revolutionized our understanding of Intelligence (I.). Over the years he has authored over 20 books, holds 26 honorary degrees & is among the “100 most influential thinkers in the world”. H.G.
The inspiration for his theory of Multiple Intelligences (M.I.) came from his work with two distinct groups: stroke victims & children. “Both were clueing me into the same message: that the human mind is better thought of as a series of relatively separate faculties, with only loose & non-predictable relations with one another – rather than as a single, all-purpose machine that performs steadily at a certain horsepower, independent of content and context” (Theory development)

Dr. Gardner’s framework for M.I. offers a practical model for identifying the many paths to learning – regardless of content, skills or desired outcome. He believes that the current list is not exhaustive, since he’s added to them since he first started with 7.  He believes that I. is much more than IQ, because it requires useful action to be valid. “Intelligence is a bio-psychological potential to process information that ca9 Isn be activated in a cultural setting to solve problems or create products that are of value in a culture”.

These 9 Is are expanded in following posts:
Kinesthetic: interacting with one’s environment
Inter-personal: connecting with others
Intra-personal: self-awareness, values & attitudes
Linguistic: expression thru the spoken & written word
Logical: problem solving through reasoning
Naturalist: classifying and categorizing data
Rhythmic: identifying and extending patterns
Spiritual: using contexts & connections before understanding
Visual: the ability to see, envision & imagine
NOTE: Only Linguistic & Logical are measured by old-fashioned IQ tests.

• This list is a way to categorize how humans natively become aware of, understand & process our environment. It helps to figure out where our weaknesses come from, but mainly to pinpoint natural strengths – seen in our preferred learning, behavioral & working styles – so we can make the best use of inborn preferences. Sadly, out of ignorance or necessity, many people are in jobs that go counter to those preferences.

in the wrong jobEXP: A highly Body-Kinesthetic person may be stuck in a Logic desk-job, instead of being able to move around, such as a forest ranger, recreational leader, physical therapist, gym teacher…..
— or a Visual / Artistic person in a Linguistic position, instead of being able to dance, paint, act….

• Although each of us can access all 9 styles, no two people have the same amount of each.
Some people are Mono-endowed, like being able to speak 4 languages – but it takes them awhile to calculate a tip, or like someone who’s a whiz with numbers – but can’t carry a conversation. If their single talent is honed & monetized, such people can become celebrated for incredible accomplishments
A few are at the other end of the spectrum, ‘Renaissance’ men or women who can cross-access several Intelligences & are superior at almost everything they do
The rest of us have one or two dominant talents, which serve us well if we have the opportunity to freely express them

• Dr. Gardner tells us that I. involves problem solving – creating ‘products’ when expressed in a context-rich & natural setting. What other scientists used to think were just soft-skills, such as the Inter- or Intra-personal ones, Gardener realized were actually types of Intelligences.
EXP: Being a math whiz gives the ability to quantify the world, but so does being people-smart, just from a different perspective. So someone with Intra-Personal talent may not be able to calculate the rate at which the universe is expanding, but will be able to find someone who can!
These 9 categories also give a way to recognize & own potentials many of us left behind in childhood (love for art, computers…), & can now take the opportunity to develop.

BOOSTING Intelligence
Since different areas of Is are related to each other it’s possible to increase it in one area by developing another, because many problems can be dealt with in more than one way. learning options
— One third-grade teacher found her students’ scores on a math test (logical) nearly doubled after giving them training in visual (spatial) skills with a microcomputer program
— “Early music training (for 3-year olds) prepares young brains for spatial & abstract reasoning skills crucial to engineers, scientists & mathematicians.” ~ study from U of Cal. Irvine
— “An enriched environment that helps very young children develop each area of talent or intelligence is one of the best possible investments in their future” ~ Ron Fitzgerald, D.Ed.

NEXT: Multiple Intelligences (Part 3)

Gifted Children – Types (Part 1)

WE WANT TO UNDERSTAND
our child & help her/him blossom

PREVIOUS:
 Multiple Intellig. #3e

SITEs: “Characteristics & Behaviors of the Gifted (excellent)

12 Lessons about GIFTED KIDS from MATILDA

BOOK: “The Drama of the Gifted Child”~ Alice Miller (Comments)

UNIQUENESS
Parents know that their children are different from each other – but not all are aware of it consciously. We can tell this by how differently they treat each child – because of birth order, gender, inborn characteristics, & the Type most like each parent.

Healthy
:
In reasonably functional homes parents notice & respond appropriately of the variations in their children’s personalities. While trying to be fair & balances, they form their relationships & type of guidance based on what’s best suited to each child’s style.

Unhealthy: Damaged parents don’t even try to be fair or balanced with their various children. Instead they ONLY use those existing differences in the service of the family dis-ease & their own sick personal needs – especially the very smart & perceptive children, who are either:

a
. scapegoated in order to dis-empower them because their sensitivity & intelligence is a threat to maintaining the abusive structure, & so are systematically destroyed, OR
b. their strength & cleverness is used to take care of everyone else, while the child’s needs are neglected & negated. OR both.

ACoAs: Even though we are in fact quite smart – to have figured out how to survive so much chaos & cruelty – we don’t know who we are inside. So it’s not surprising that we seem oblivious to fundamental differences in the personalities of people we meet or live with. We act as if they are all the same – but more specifically – the same as us (symbiosis).

This is the crux of our emotional & psychological blindness: Our WIC narcissistically wants everyone to be a carbon copy of ourselves, as if that would validate us & give us permission to be ourselves. It’s the only way it thinks it can be safe.

▶︎ Studying the various Styles of children & adults allows us to distinguish ourselves from others, & be better able to interact with them based on who they are.

RECOVERY: But first we need to find our who we truly are (via our inventories, plus mirroring & validation from others) to get comfortable with ourselves, so that it’s OK to see who other people are, without it threatening us. Another irony – the more we can do that the safer we actually feel!

REVIEW
: As listed in many other posts – there are a number of ways to find out who we are, such as: Al-anon, Dream Interpretation, Enneagram, Journaling,  Myers-Briggs Inventory, MMPI, Multiple Intelligences,  Personality tests, Prayer & Meditation, Psychotherapy, Numerology & Astrology, 2-handed Inner Child dialogues, Trauma Release body work…..

For ACoAs – all these tools are needed in various combinations in oder to form a rounded picture of our Inner Self, since we are complex beings and because our upbringing gave us a very distorted view of ourselves.

Re. very bright children – the next 2 posts list the categories drawn from many year of observation by George Betts & Maureen Neihart (Davidson Institute for Talent Development), based on Howard Gadner’s 1983 proposed Multiple Intelligences.

Re. this List (Part 2 & 3) : As with other kinds of descriptions, a child may be a combination of 2 or more, & their Type will develop with time as they grow. Healthy parents will want to stay aware of their gifted child’s progress, to keep up with changes needed to give practical help & emotional support.

NOTE: Some Gifted Children have hidden learning disabilities that often go undiscovered, fearing ridicule & the ignorance of others. Their cleverness allows G&Ts to compensate for problems in their early years. Untreated, eventually it becomes harder & harder for them to excel, which can lead to behavior problems, depression & giving up.

NEXT: Gifted Children (Part 2)