There are uniform schools that teach all the children the same way because they think that all kids should be taught equally, but that is not the best way due to the different intelligences we all have and use. One way to help solve this problem is to have individually configured education, which would teach each person in the way they would learn the best. Teachers would have to get to know the minds of students. Mandatory studies like history and math would still be taught, but it would be in the ways that the students learn best. Howard Gardner says that if at the end of the day all students can show that they have understanding of all important topics of the time they are living in, then all resources used in order to teach them this are justified. Gardner also says that people don’t understand why something is the way it is or why it is the way it is. They know how to come up with an answer to problems but still do not understand.
As Gardner states in an article in The Reading Times, "there is no direct tie between a scientific theory and a set of educational moves." In any case, when a teacher decides to implement the theory of multiple intelligences in everyday classroom life, he must begin by trying to determine the "intelligences" with which different children learn (Gardner 1999). Gardner describes “individually configured education as a future reality, (but) many educators are applying the theory of multiple intelligences in the classroom today” (Posit Science, 2011).
There are three approaches to understanding that Gardner touches on. The first is observational = modeling. Modeling or social learning is the way in we learn most new things and modify those things we already do know. This type of learning is “prewired into us and appears in all of us” (Zinn, 2011). We can learn things like knitting, and piano playing; and we can learn emotional responses such as anxiety and pleasure by watching.
The second approach to understanding is the confrontational approach, which means coming up with multiple perspectives.
The third approach is the systematic approach = teaching for understanding. This involves explaining why things are the way they are and not just stating that things are the way they are but making sure that this understanding is taught all the way through the learning experience.
Some people argue that “Gardner's theory is based on his own intuition rather than empirical evidence. They also point out that the theory is extremely broad in its definition of intelligence by including basic abilities or talents (Knol, 2009).
"BrainConnection.com - Multiple Intelligences in the Classroom - Page 2." BrainConnection: The Brain and Learning. 2011. Web. 21 Sept. 2011. <http://brainconnection.positscience.com/topics/?main=fa/mult-intelligence-class2>.
Chipongian, Lisa. "Mulitiple Intelligences in the Classroom." Newsweaver. 30 Apr. 2008. Web. 21 Sept. 2011. <http://newsweaver.ie/neuronreading/e_article001083919.cfm?x=b11,0,w>.
Gardner, H. (1999). Intelligence Reframed. New York: Basic Books
"Intelligence - a Knol by Kevin Spaulding." Knol - a Unit of Knowledge: Share What You Know, Publish Your Expertise. 2009. Web. 21 Sept. 2011. <http://knol.google.com/k/intelligence>.
Zinn, Mark. "Observational Learning (modeling, Imitation, etc.)." Welcome to Pianoweb.net! 2011. Web. 21 Sept. 2011. <http://www.pianoweb.net/index.php?option=com_content>.
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