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| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Multiple Intelligences and Their Implementation in the Elementary School. |
| Quelle | (1997), (24 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Academic Achievement; Curriculum Development; Educational History; Educational Philosophy; Elementary Education; Elementary School Curriculum; Intelligence; Multiple Intelligences; Vocational Education |
| Abstract | Howard Gardner (1993) identified seven areas of intelligence: verbal/linguistic, logical/mathematical, visual/spatial, musical, bodily/kinesthetic, interpersonal, and intrapersonal. At the elementary school level, he emphasized using an evaluation specialist, a curriculum developer, and a school-community worker to coordinate and harmonize learning activities in the classroom. This essay discusses the organization of the elementary school curriculum, focusing on Gardner's theory of multiple intelligences. The essay also discusses realism as a philosophy of education, focusing on the content areas of science and social studies omitted in Gardner's areas of intelligence. The essay holds that the Seven Cardinal Principles of Education, developed by the Committee on the Reorganization of the National Education Association in 1918, are still relevant and represent worthy goals for pupils to achieve. These principles include health, command of fundamental processes, worthy home membership, vocation, civic education, worthy use of leisure time, and ethical character. The essay criticizes the strong emphasis upon all pupils to achieve a high level in academic areas, and praises the role of vocational education. Contains 13 references. (MDM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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