Howard Gardner of The Multiple Intelligence Theory
To internalize his interview from my point of view, it is as follows.
Schools are teaching children too much and shallowly. So once they graduate from school, they completely forget about it. In other words, it is because they have lost the opportunity to make what they have learned their own, and because they do not have the opportunity to think about what should be learned for them.
It is important to set priorities in education and teach them deeply. Not all children have the same abilities. Some children think logically, others prefer stories or abstract things and are good at them. Some kids are good at music, some are good at sports, and some are good at math. It is more important in education to understand the individual intellectual abilities of children, to set priorities that are appropriate for them, and to teach them in depth. They will be mini-professionals in a few years.
This is not to suggest that you unconditionally set priorities here. To become deeply and professionally immersed, it requires a series of processes of imagining, establishing a theory, finding a rationale for the theory, establishing a hypothesis, and drawing a conclusion.
Learning these specific creative process and skills is more important to learn many subjects showly. And education should be kids-centered, not educators. If they can listen to their inner voice, internalize their knowledge, and develop their own philosophy correctly, without getting used to external criticism or instructions, that will be true education. You are active agent yourself!
About Author: Howard Earl Gardner is an American developmental psychologist and the John H. and Elisabeth A. Hobbs Research Professor of Cognition and Education at the Harvard Graduate School of Education at Harvard University.
Howard Gardner suggests that traditional psychometric views of intelligence are too limited to apply our real education. Gardner first outlined his theory in his 1983 book Frames of Mind: The Theory of Multiple Intelligences, where he suggested that all people have different kinds of "intelligences." Gardner proposed that there are eight intelligences, and has suggested the possible addition of a ninth known as "existentialist intelligence".
In order to discover the full range of abilities and talents that people possess, Gardner theorizes that people do not have just an intellectual capacity, but have many kinds of intelligence, including musical, interpersonal, spatial-visual, and linguistic intelligences.
Criticism about his theory: There is a lack of evidence to demonstrate that learning according to your "intelligence" produces better educational outcomes.
* However, you may find that learning more about multiple intelligences can give you a better understanding of your strengths and preferences.
Go to 9 multiple intelligences!
I chose the first of his nine theories, the Visual Special Theory.
Visual-spatial intelligence has been defined as “the capacity to perceive the visual world accurately, and/or perform transformations and modifications on perceptions, construct mental representations of visual information and use the representation to perform activities” (Zimmerman & Dean, 2011)
Visual-spatial intelligence assists in processing, connecting and visualising data. It is very helpful to make a big picture to think or make a theory. Being able to go from the big picture to the details and visa versa is an important part of the process in finding solutions.
Many educators, including Howard Gardner, have an emphasis on creativity in schooling. Creativity is a phenomenon whereby something new and valuable is formed. The created item may be intangible or a physical object. In other words, problem-solving skills to discover new things are more important. How can I develop these problem-solving skills?
According to Jessica Hoffmann Davis's book What our schools need the arts, the visual arts give students the opportunity and courage to express their inner life. Musical ensembles, for example, can give students a sense of community and importance as they make a single performance with multiple instruments. Also, by performing a dramatic role through the play, you can almost directly experience the pain of a grieving friend. When we look back on our entire lives, there is a lot of chaos in the process of transitioning from childhood to adulthood. Art also found that, in these difficult times of life, these students found that art learning helped them address the pressing agenda of self-discovery.
People with visual-spatial intelligence learn best when taught using written, modeled, or diagrammed instruction, and visual media. Visually and spatially talented students have a good visual memory for details.
As a learner, I sympathize with this theory a lot and my interest in the educational field where this theory is applied has increased. Since I was a child, I used to understand much more easily if I showed images and space instead of text or voice. For example, I quickly recognize someone I've seen. But it is difficult to memorize their names. This is because the image and spatial sense of their faces are captured much faster than text. An image is defined as an emotion and scales up in my head as it is.
When I remember something, I take an image out of the image folder in my head and associate it with a corresponding emotion or knowledge. That is why, when I was studying in school, I mainly memorized by drawing pictures or diagrams. In mathematics, differentiation and integration with a lot of spatial and pictorial explanations were my field. I know that my head moves faster in decomposing space or objects before formulas or explanations to create a goal and give an answer. So, I often knew the answer before I even solved the problem.
This is not only an academic field, but for example, even while traveling, even if I can't remember the name, description, and history of the place, I can memorize all the pictures of the restaurant in that place. That's why people like me have a hard time getting exact definition. Because even when explaining a picture, the description keeps changing depending on the point of view, angle, and standard. For those who make art, this is what definition is all about. That's why it's difficult for math that has a solid answer or science that needs to leak evidence based on accurate data.
If a learner like me can learn this kind of class through images, I will be able to get an effective teaching method like I solve the problem after I draw the differential and integral in my head.
I am fortunate to live in a profession that matches my intellectual abilities. And actually, I have the opposite profession, a nurse and a researcher, and there are bandits. At that time, it was almost torture to learn those opposing fields. As an alternative for me, I picked and read books with as many pictures as possible. Intellectual ability can be developed through practice and practice. When I was living as a member of another field, I had no difficulty at all in performing any task regardless of my interests.
On the contrary, my visual skills have been very helpful for other tasks. But feeling the mission in that job is a different story. I couldn't keep going in that field because of this part. And it was only when I discovered my mission in art that I had the courage and values to go even without anyone telling me not to go down that road. In my personal opinion, as a learner of this theory, if I can draw conclusions based on my experience, education should help me develop creativity, problem-solving ability and mission.
1. Visual-Spatial Intelligence
People who are strong in visual-spatial intelligence are good at visualizing things. These individuals are often good with directions as well as maps, charts, videos, and pictures.
Strengths : Visual and spatial judgment
Characteristics People with visual-spatial intelligence:
Myungja Anna Koh