Multiples Intelligences
Páginas: 15 (3530 palabras)
Publicado: 23 de julio de 2012
INTELLIGENCE FO R ALL.
By: JACQ UELI NNE CRISTINA RIVERA OCHOA. CC MAE.
1
Introducción.
Introduction.
La teor ía de Las inteligencias múltiples de Gardner , nos permite conocer el potencial del cerebro humano, y las dist int as inteligencias que pueden estar pr esentes en nosotros en determ inados momentos de nuestr a vida.
The theor y of multiple intelligences Gardner revealsthe potent ial of the human brain and the diff erent intelligences that may be present in us at certain times in our lives.
Abstract.
Abstract.
Este texto hace una aproximación a la teor ía de las inteligencias múltiples de Gardner , analiza las siete inteligencias iniciales y las que se encuentran en proceso de incorporación, incluye una relación de las int eligencias y algunos trabajospos ibles par a quien las desarrolle, se incluye la importancia que tiene para la educación esta teor ía y como su aplicación podr ía mejorar la educación en todos los niveles existentes.
This text ser ves as an approximat ion to the theor y of multiple int elligences Gardner analyzes the init ial and the seven intelligences that ar e in the process of incorporat ion , includes a list ofintelligence and some possible jobs f or anyone who develops, it includes the importance education has this theor y and its implementation could improve education at all existing levels.
2
Original text
Parallel text.
Howard Gardner viewed intelligence as 'the capacit y to solve problems or to f ashion product s that are valued in one or more cultur al setting' (Gardner & Hatch, 1989). Hereviewed the liter ature using eight criter ia or 'signs' of an intelligence.
This def init ion of intelligence is totally diff erent the classic def init ion but is more extensive and inclusive, is ver y int eresting, Gardner uses the int elligence and how to solve ever yday problems, I consider it the most successf ul theor y that I know about intelligence.
I know much people areintelligent f or this perspect ive, f or example, the baker, teacher, dancer etc. I think about all people intelligent but dif f erent; know a Gard ner aff irm my personal opinion.
In the heyday of the psychometr ic and behavior ist eras, it was generally believed that intelligence was a single entit y t hat was inherited; and that human beings initially a blank slate - could be trained to learn anything, provided that it was present ed in an appropr iate way.
In my personal exper ience believe the intelligence is no more the f orms of resolut ion a trouble, Gardner sees the dif f erence’s and decide make studies f or the explication this phenomen.
3
Original text
Parallel text.
Nowadays an increasing number of researchers believe precisely the opposite; that ther e exists amultitude of intelligences, quite independent of each other; that each intelligence has its own strengths and constraints; that the mind is f ar f rom unencumber ed at birth; and that it is unexpectedly dif f icult to teach things that go against ear ly 'naive' theories of that challenge the natural lines of f orce within an intelligence and its matching domains. ( Gardner 1993)
Contrar y tobehavior ism psychometr ics and intelligence not only can be measured or obser ved, speaks of that can develop in multiple ways, so we have diff erent types or levels of int elligence.
To develop this theor y we should not let outside f actors such as culture, social and econom ic environment , teaching -lear ning processes, etc.
One of the main impetuses f or this movement has been HowardGardner's work. He has been, in Smith and Smit h's (1994) terms, a paradigm shif ter. Howard Gardner has questioned the idea that intelligence is a s ing le ent it y, that it results f rom a single f actor, and that it can be measured simply via IQ tests.
Gardner changes the paradigm of intelligence to rule out the use of standardized tests to measure intelligence . I agree because in our countr y...
By: JACQ UELI NNE CRISTINA RIVERA OCHOA. CC MAE.
1
Introducción.
Introduction.
La teor ía de Las inteligencias múltiples de Gardner , nos permite conocer el potencial del cerebro humano, y las dist int as inteligencias que pueden estar pr esentes en nosotros en determ inados momentos de nuestr a vida.
The theor y of multiple intelligences Gardner revealsthe potent ial of the human brain and the diff erent intelligences that may be present in us at certain times in our lives.
Abstract.
Abstract.
Este texto hace una aproximación a la teor ía de las inteligencias múltiples de Gardner , analiza las siete inteligencias iniciales y las que se encuentran en proceso de incorporación, incluye una relación de las int eligencias y algunos trabajospos ibles par a quien las desarrolle, se incluye la importancia que tiene para la educación esta teor ía y como su aplicación podr ía mejorar la educación en todos los niveles existentes.
This text ser ves as an approximat ion to the theor y of multiple int elligences Gardner analyzes the init ial and the seven intelligences that ar e in the process of incorporat ion , includes a list ofintelligence and some possible jobs f or anyone who develops, it includes the importance education has this theor y and its implementation could improve education at all existing levels.
2
Original text
Parallel text.
Howard Gardner viewed intelligence as 'the capacit y to solve problems or to f ashion product s that are valued in one or more cultur al setting' (Gardner & Hatch, 1989). Hereviewed the liter ature using eight criter ia or 'signs' of an intelligence.
This def init ion of intelligence is totally diff erent the classic def init ion but is more extensive and inclusive, is ver y int eresting, Gardner uses the int elligence and how to solve ever yday problems, I consider it the most successf ul theor y that I know about intelligence.
I know much people areintelligent f or this perspect ive, f or example, the baker, teacher, dancer etc. I think about all people intelligent but dif f erent; know a Gard ner aff irm my personal opinion.
In the heyday of the psychometr ic and behavior ist eras, it was generally believed that intelligence was a single entit y t hat was inherited; and that human beings initially a blank slate - could be trained to learn anything, provided that it was present ed in an appropr iate way.
In my personal exper ience believe the intelligence is no more the f orms of resolut ion a trouble, Gardner sees the dif f erence’s and decide make studies f or the explication this phenomen.
3
Original text
Parallel text.
Nowadays an increasing number of researchers believe precisely the opposite; that ther e exists amultitude of intelligences, quite independent of each other; that each intelligence has its own strengths and constraints; that the mind is f ar f rom unencumber ed at birth; and that it is unexpectedly dif f icult to teach things that go against ear ly 'naive' theories of that challenge the natural lines of f orce within an intelligence and its matching domains. ( Gardner 1993)
Contrar y tobehavior ism psychometr ics and intelligence not only can be measured or obser ved, speaks of that can develop in multiple ways, so we have diff erent types or levels of int elligence.
To develop this theor y we should not let outside f actors such as culture, social and econom ic environment , teaching -lear ning processes, etc.
One of the main impetuses f or this movement has been HowardGardner's work. He has been, in Smith and Smit h's (1994) terms, a paradigm shif ter. Howard Gardner has questioned the idea that intelligence is a s ing le ent it y, that it results f rom a single f actor, and that it can be measured simply via IQ tests.
Gardner changes the paradigm of intelligence to rule out the use of standardized tests to measure intelligence . I agree because in our countr y...
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