Overview of Learning
Learning is perceived differently among society’s population, although the majority of these people have a common understanding on how to measure one’s intellectual abilities. Two important factors come into play when discussing one’s intelligence: one that Bell Hooks talks about which is background and one that Howard Gardner studies which is intelligence. Two tests made to test one’s intellectual abilities are IQ tests and SAT test. These test one’s linguistic intelligence and one’s logical-mathematical intelligence. So I raise the question: is that the only kind of intelligence we as students posses? And does a person’s background influence what they learn and how much they learn?
Howard Gardner doesn’t think that those are the only kind of intelligence we posses. Gardner states that we have seven intelligences, such as linguistic intelligence, logical-mathematical intelligence, spatial intelligence, musical intelligence, bodily-kinesthetic, interpersonal intelligence, and intrapersonal intelligence. Most of these intelligences should speak for them-selves but I would like to elaborate on two. The first intelligence is Interpersonal intelligence, meaning the ability to understand other people. An example of interpersonal intelligence in use would be that of a person in the psychology field. Also there is Intrapersonal intelligence meaning the ability to form an accurate model of oneself and to be able to use that model to operate effectively in life. I believe and stand by Gardner’s theory one hundred percent and I think that, as students we should be tested on all of our intelligences not just two. Tests like IQ and SAT’s have a great impact on our future. To get into college ninety percent of the ...
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...hieved in my basic writing class. In basic writing class we have gone so in depth on the details of learning. Teaching us so much about learning has helped me to make a more accurate assessment of my self and my learning style. So I can find the flaws and devise a plan to help me acquire the knowledge that is difficult for me to learn. Basic writing class also really focuses on reading and writing, which is a necessity to help people learn. This is excellent because it improves my vocabulary skills and helps me to become a better writer. One thing that I don’t like about my basic writing class is that we hardly work on grammar. That is one of my weak points. It’s what sets me back on that A+ paper. This class is a nice transition from high school to college. I’m not timid in any kind of way. So therefore it makes it an easier learning environment for me to learn in.
This paper will discuss the well published work of, Pomeroy, Sarah B. Goddesses, Whores, Wives, and Slaves: Women in Classical Antiquity. New York: Schocken, 1975. Print. Sarah B. Pomerory uses this book to educate others about the role women have played throughout ancient history. Pomerory uses a timeline to go through each role, starting with mythological women, who were called Goddesses. She then talks about some common roles, the whores, wives, and slaves during this time. Pomerory enlightens the audience on the topic of women, who were seen as nothing at the time. Men were seen as the only crucial part in history; however, Pomerory’s focus on women portrays the era in a new light.
According to this theory, Gardner believed people have multiple different ways of thinking and learning. He has identified and described nine different kinds of intelligence. The first is visual-spatial intelligence, which is the enjoyment of and facility with images, drawing, construction games and tactile puzzles. The second is linguistic-verbal intelligence, which involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. The third is mathematical intelligence, which consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. The fourth is kinesthetic learning, which is the enjoyment of and facility with activities that involve touch and movement, dance, sport and other practical activities. The fifth is musical intelligence, which involves skill in the performance, composition, and appreciation of musical patterns. The sixth is interpersonal intelligence, which is concerned with the capacity to understand the intentions, motivations and desires of other people. The seventh is intrapersonal intelligence, which entails the capacity to understand oneself, to appreciate one’s feelings, fears and motivations. The eight is naturalistic intelligence, which is the enjoyment of and facility with the natural world, with ability in recognizing patterns and classification. The ninth is existential intelligence, which is the enjoyment of and facility with asking and examining questions about life, death and ultimate
Romeo and Juliet has different roles for different genders. During the Shakespearean period, when Shakespeare writes, most women had to marry when they were teen, when they were in adolescence or even before. However, the men who they were marrying were in their early to late twenties. In the household that the women lived in, the men basically owned them. The women always followed men’s word, which says that the male was the dominant gender of the society. Romeo and Juliet reflects this in a number of ways. Juliet was forced to marry Paris, by the word of her father, who said that if she did not marry Paris, she would go to the streets(Shakespeare, 3.5.154-62). Women were thought to be weaker and less important than men in Romeo and Juliet because men are trying to be the strongest out of everyone, women have a lower social status, and men think they owned women in Romeo and Juliet.
Howard Gardener is a psychologist and a professor of neuroscience at Harvard University who also designed the nine theories of Multiple Intelligence (MI). In 1983, he introduced the first seven theories of multiple intelligences in his book Frames of Mind: The Theory of Multiple Intelligences; then, he introduced his last two theories in his 1999 publication of Intelligence Reframed. According to Parkay & Stanford, “Howard Gardener believes that human beings possess at least eight separate forms of intelligence” (2003, p.300-301). Thus, Gardner’s theories began to question the conventional beliefs about how students are educated in the classroom. This paper will examine the teacher’s role in incorporating these theories into the classroom, the definitions of MI including classroom activities, and benefits of using this theory. Gardner’s theory of Multiple Intelligence includes the following intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, naturalists, and existentialist. Only two of the intelligences are commonly recognized in most classrooms: linguistic, and logical-mathematical. There are five intelligences that are frequently overlooked by educators: spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal. The last two are generally not considered in the classroom: naturalists, and existentialist, but naturalist can be applied with the use of science context. According to King, the theory of MI has “…motivated educators to develop programs that instruct students in multiple domains” (2010, p. 250).
Howard Gardner’s theory contains eight main multiple intelligence. As the years have progressed there have taken one out and is left with the main seven. These seven are: Linguistic, Mathematical, Spatial, bodily, Musical, Interpersonal, and Intrapersonal. These are found in everyone; however, each person will excel in one or two. Once teachers can determine what intelligence the students will exceed on and teach to their strengths the student will learn much more.
Since intelligence is usually judged in IQ tests or just tests in school, many individuals are claimed to have average or little intelligence. They struggle in school, trying to learn math, English, reading; but they may excel in other places like sports, music, or relationships. This is where Howard Gardner’s Multiple Intelligences comes into play. He proposed that there are eight forms of intelligence, possibly more. The two that are seen in school often are Logical-Mathematical and Linguistic-Verbal. The people who excel at these are seen as geniuses and are thought to do very well in life. The others that don’t do well in those two may be better at one of the other six.
According to Howard Gardner (1991), every individual is born with a certain intelligence or potential intelligence. It is unfair to teach and/or assess an individual with a standard guideline or benchmark. This is mainly because every individual possess a different intellectual strength and different kinds of mind that learn, perform and understand in a different ways which is difficult to be changed. If an individual cannot understand the way we communicate, we should communicate in the way they can understand. Howard Gardner (1983), in his Multiple Intelligence Theory, proposes that human intelligence has seven dimensions that should be acknowledged and developed by the encouragement of learning and self-development and
According to Merriam Webster Intelligence is "the ability to learn or understand things or to deal with new or difficult situations." Howard Gardener discovered the theory multiple intelligence they are musical, kinetic, linguistic, interpersonal, intrapersonal, spatial, logical, and existential intelligence. Unlike the normal school setting, Gardner’s theory helps with student’s learning abilities by focusing on their strengths. Gardner believes that understanding these multiple intelligent theories will help students strengthen their knowledge.
The Elizabethan era gender roles were much different than they are today. Women were regarded as the weaker sex, and men were always dominant. These “rules” are shown prominently throughout Romeo and Juliet, and paved way for obstacles they went through in their relationship. The gender conventions for women and men were prodigiously stereotypical and unreasonable, as they made men out to be the superior gender. Women should not have been perceived as inferior to men, and these unwritten rules for masculinity and femininity were shown throughout the play. Romeo acted very feminine which contradicted his gender conventions while Juliet did not abide by rules and disobeyed her parents. Romeo and Juliet had many ways in which they followed and
The position of women in Classical Athens has often been described as subordinate in comparison to men. Women were categorized in very particular ways: Athenian women were wives, while those who migrated to Athens from other city-states were slaves or prostitutes. Countless literature, from tragedy to comedy and political texts, reinforces the notion that citizen women were meant to serve their husbands within the confines of the oikos and produce legitimate sons in order to further the glory of men while non-Athenian women served their purpose towards men through sexual pleasure. While there may be partial truth to these views, Athenian women played a crucial role in the religious sphere. Religion was directly linked to civic identity and was a fundamental and sacred element of not only a city-state, but to Greece as a whole during the Classical period. Surviving documentation has demonstrated that Athenian women played a vital part to specific religious traditions, such as the participation in the festivals of Thesmophoria and Adonia. Furthermore, there exists evidence that proves women could also acquire the position of priestess for particular cults, a position that increased their reputation and status in a culture that considered them inferior. These marginalized women used religion as a way to carve out a sacred and protect space for themselves, using it to create a sense of freedom in their lives and to bridge the gap in equality between them and the dominant men.
Mythology was very important to the men and women of ancient Greece. They worshipped the gods and goddesses, wrote poems about them, and based a great deal of art work off of them. The people of Greece looked to the gods and goddesses for help in all aspects of their lives; including health, agriculture, and war. Reading about Greek mythology can inform people about the society of Greece itself because the Greek gods were created by the people of Greece. Three main goddesses who were worshipped by the Greeks were Hera, Athena, and Aphrodite. These three goddesses represent three different types of women in Greek society. Sarah Pomeroy, author of Goddesses, Whores, Wives, and Slaves, believed that “the goddesses are archetypal images of human females, as envisioned by males” (8). Pomeroy understands the significance in the differences between Hera, Athena, and Aphrodite, and what those differences meant for the women of Greece who were required to follow three important rules. The first rule was for the women to live a life of domesticity and motherhood. This was very important to the men in the society. The women were the only ones able to bear children. Also, if they were forced to stay in the house, men could keep a greater control on their wives, and not have to worry about them having affairs. The second important trait was virginity until marriage. Its importance to the Greek culture lied in the fear of a woman’s power. The men of the society felt it best that a woman remained a virgin until she was married; however this same attribute was not required of a man. Their belief can be explained by this quote written by P. Walcot in the article “Greek Attitudes Towards Women: The Mythological Evidence”: “The Greeks believed women...
There are eight basic different intelligences: musical, body-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, intrapersonal, and naturalist. According to Gardner’s theory of Multiple Intelligences, people have many different ways of learning. Unlike traditional theories of intelligence that focus on one, single general intelligence, Gardner believed that people have multiple ways of thinking
His multiple intelligences theory suggest that intelligence is divided into eight different categories: logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist each with their own individual characteristics (Woolfolk 116). After finishing Gardner’s assessment of my multiple intelligences, it was determined that my three highest intelligences (in order from most apparent to least apparent) are logical-mathematical, interpersonal, and intrapersonal. Logical-mathematical intelligence involves charting, sequencing, analyzing, proving, and interpreting data. Interpersonal intelligence involves cooperative grouping, tutoring, and giving feedback. Intrapersonal intelligence involves independent work, self-talk, using prior knowledge and connecting this prior knowledge to new knowledge
What Gardner has identified as different forms of intelligence are subservient to the one overarching intelligence, (Armstrong, 2009). This theory is further criticised in that it has developed out of cognitive science whereas learning models are interpreted based on individual personality and psychological affect and also that it focuses on the content of learning and ignores the individual process of learning which is important in learning/development models, (Silver, Strong & Perini,
Foreign language skills could have a positive impact on race relations in America. The number of minorities in America is rapidly increasing. In fact, "minority" groups will soon form a collective "majority" of the citizens in America. Considering the facts that many minority groups speak English as a second language and America has no official language, compulsory foreign language classes are viable options. Of course, opponents of mandatory foreign language courses will say that immigrants and naturalized citizens should learn and speak the "de facto" official language of the United States--English. It is a valid point, but misses the bigger picture. People who speak English as a second language are already bilingual, while American-born students typically are not. Language is the most fundamental aspect of a culture. Students who learn the not-so-foreign language of the predominant minority group in their region of the country will gain at least some insight into the different culture of their neighbors and perhaps have a better understanding of them at the personal level. If we take these bits of insight and understanding and couple them with compassion, fertile ground for multicultural harmony in America will be sown. While foreign language skills can improve domestic affairs, the same can be said of foreign affairs.