Do you know about - A Critique of Howard Gardner's Text - Frames of Mind
Illinois Physical Therapy! 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 witness the graceful maneuvers of Michael Jordan in the air above the basketball rim. In the same context, to hear the brilliant vocal operation of Luciano Pavarotti may move one to ask if, in fact, it does wish a special and clear brain to specialist such demanding demonstrations of human brilliance. Or what of the complex interpersonal skills needed by a therapist to successfully found rapport and support individuals to make helpful and chronic change? For years, especially in the instruction 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 operation mentioned above requires a unique and clear intelligence. When Jordan evades defensive players while skillfully controlling the ball, and leaps just at the right occasion 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 wish high linguistic intelligence: sensitivity to the sounds, rhythms, and meanings of words; sensitivity to the distinct functions of language. Spatial brain requires the capacity to realize the visual-spatial world accurately and to achieve transformations on one's first perceptions. Explorers such as Christopher Columbus would have required high spatial brain to navigate uncharted waters. Finally, a unique and isolate 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 manifold intelligence, I came across dozens of articles, book chapters, and similar text linked with Gardner's concepts of manifold brain (Mi). The basic concepts of Mi law is confined within Frames of Mind (1983). According to many researchers such as H. Morgan, Professor of Early Childhood at West Georgia College, the law that manifold factors lead to what is generally determined 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 theorize (Miller, 1983). C.P. Snow's notice that intellectual life had become 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 law (Miller, 1983). Gardner responded to this petite scope of intellectual range by stating, "I think it has to do with the circumstances under which the brain test was developed. It was industrialized to predict who would have trouble in school. So it's basically a scholastic 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 business organizations-the more standard the Iq test is, and the more standard that standard definition is. But, once you move to covering of school-like settings, then the standard law 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 distinct parts of the head. Any way in the middle of the 19th century, the whole opinion of isolate faculties was displaced by theories of connection 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 According to Miller, the law 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 manifold intelligences or are they cognitive styles?" L.L. Thurstone was among the first of the brain test makers to propose that the human organism was too complex for intellectual performance to be determined solely by a single human factor (Morgan, 1996). As a succeed Thurstone (1938) industrialized the original mental Abilities test, a multivariate analyses as a formula of measuring intellectual functioning. Thurnstone's law suggested, much to the liking of Gardner, that brain could not be determined by measuring a single ability. The practice of brain testing began to succeed the pattern of Thurstone. The work of Gardner has continued in similar fashion except maybe for, semantics.
In analyzing Gardner's seven clear intelligences beginning with logical-mathematical intelligence, one discovers an absorbing parallel to two other cognitive styles. In the 1940s, Briggs and Meyers started developing self-report questions that would lead to assessments of private personality types and their cognitive styles. They wide cognitive style law to consist of typological constructs from their personality theory. This opinion 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 descry logical or numerical patterns and cope long chains of mental (Gardner & Hatch, 1989). The Mbti also identified these characteristics as cognitive learning styles employed by varied personality types (Morgan, 1996, p. 266). Other learning style, The Field Independent types, approach object relations in an analytical manner with the capability to descry objects as varied from their context. Interestingly, Gardner's Logical-Mathematical brain employs roughly 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 distinct functions of language (p. 266).
In criticism of Gardner's Musical Intelligence, Morgan (1983) argues the auditory component of cognitive learning 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 varied sensory modes often mature at varied stages in a child's life, so how can we predict Musical brain based on these *End States?* Also, we must not neglect the importance of a child being raised in a competitive home where music is encouraged. A child, for example, with moderate capability to achieve 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 achieve transformations on one's first perceptions (Gardner, 1983). With regard to the cognitive style, Breadth of Categorization, Kogan (1976, p. 60) describes it as the capability to set boundaries, whether narrow or broad, around a central focal exemplar. According to Morgan, Spatial brain as described by Gardner is very compatible with the cognitive style found 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 opinion 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 astonishing similarity to Gardner's "capacity to realize the visual-spatial world...and to achieve transformations on one's first perceptions" (Morgan, 1983. P 267).
There is a astonishing 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 linked 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 law is critical to body movement and control (Morgan, 1983, p. 267).
Other criticisms of Gardner's Bodily-Kinesthetic law is delineating between non-competitive operation and athletic operation on the playing field. According to Elias, (1979); Einstein, (1979); Fiske, (1977) allude to a sensory-active cognitive style that tends to guide the data processing for clear individuals, such as Black and Hispanic students. In other words, the data processing for the athlete on the playing field could be drastically distinct from that within a non-competitive situation. These researchers discovered Black and Hispanic students tend to achieve good 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 proximity of external (interpersonal), and internal (intrapersonal) communal 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 communal encounters (Morgan, 1996). Other disagreement with Gardner's law 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 communal world. These constructs compare with Gardner's *capacities to descry and reply appropriately to the moods, temperments, and desires of other people" (Morgan, 1996, p. 268).
With regard to the arguments supporting cognitive learning styles as opposed to manifold Intelligence, the turn over will inevitably continue. Many researchers, educators, and practitioners have much invested in support of the Mi theory. Despite the semantical disagreement in terms brain or cognitive learning 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, whether or not your conclusions agree with Mr. Gardner's."
References:
Bieri, J. (1961) Complexity - Simplicity as a personality variable in cognitive operation behavior.
Functions of varied Experience. Homewood, Illinois: Dorsey Press
Gardner, H. (1983). Frames of Mind. New York: Basic Books
Gardner, H. & Hatch. (1989). manifold Intelligences go to school: Educational implications of the law of Mulitple Intelligences.
Educational Researcher 18, (8), 4-10
Holtzman, P.S. & Klein, G.S. (1954). Cognitive law law of leveling and sharpening private differences in assimilation effects in optical time error. Journal of psychology 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 spin . Dec 25, 5 & 20
Morgan, H. (1996). An diagnosis of Gardner's law of manifold Intelligence. Roeper-Review. Vol 18,4, pp. 263-269
Myers. I. B. And McCauley, M.H. (1985). Manual: A Guide to the improvement and Use of the Myers-Briggs Type Indicator. Palo Alto, California: Consulting Psychologist Press
Koch, C. (1996). The absorbing Stuff. Cio magazine. Mar. 15
Santostefano, S. G. (1964). A developmental study of the cognitive control leveling-sharpening. Merrill- Palmer quarterly 10. 343-360
Thurston, L.L. (1938). original mental Abilities. Chicago: University of Chicago Press
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