scholarly journals AN ANALYSIS OF THE MULTIPLE INTELLIGENCES THEORY IN COURSEBOOKS OF TEACHING TURKISH AS A FOREIGN LANGUAGE

2021 ◽  
Vol 116 (116) ◽  
pp. 522-532
Author(s):  
Nurhan ÇÖKMEZ- Talat Fatih ULUÇ
Keyword(s):  
Foreign Language ◽  
Multiple Intelligences ◽  
Multiple Intelligences Theory

scholarly journals Un nuevo abordaje en la enseñanza de lenguas extranjeras: el desarrollo de la inteligencia corporal-cenestésica en el marco de la teoría de las inteligencias múltiples / A New Approach to the Teaching of Foreign Languages: the Development of Bodily-Kinesthetic Intelligence within the Framework of the Theory of Multiple Intelligences

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Egisvanda Isys De Almeida Sandes
Keyword(s):  
Foreign Language ◽  
Multiple Intelligences ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Point Of View ◽  
Foreign Languages ◽  
Development Theory ◽  
Language Class ◽  
Multiple Intelligences Theory ◽  
Theory Of Multiple Intelligences

ABSTRACTThis paper presents a discussion on the development of body expression as a mean of promoting disinhibition, in other words, the perception of one’s own body where there is other people. Consequently, it will produce motivation and promote creativity. In the foreign language classroom it is possible to get to this stage through the development of games, dance and activities that allow contact with the other. Thus, based on some questions raised by the cognitive development theory to treat the study of processes such as language, perception, memory, reasoning and problem solving and some discussion of the multiple intelligences theory of Gardner (1994), specifically about the bodily- kinesthetic intelligence, it is intended to analyze how the wok with body language can help in the development of a student's abilities and encourage his/her creativity and his/her process of acquisition and learning in the classroom, concretely, the foreign language class. In addition to bodily-kinesthetic intelligence, Gardner proposes that each person has at least eight intelligences or cognitive skills which work together, but as autonomous entities that require interaction. The author assumes that all intelligences are equally important, although each person has an intelligence more developed than another, depending on the cultural setting in which he/she is inserted, which may explain, to some extent, why people learn in different ways, according to their skills. However, although all intelligences are equally important, our school system tends to emphasize logical-mathematical intelligence and linguistic intelligence to the point that, in some cases, deny the existence of the others. Therefore, education should be thought from a point of view which considers the different ways of learning and, in the specific case of the teaching and learning of foreign languages, it is important to adopt a "plural approach to cognition", not an "unilateral" one, different from many authors who have treated human development.RESUMENEste trabajo presenta una discusión sobre el desarrollo de la expresión corporal como uno de los medios de fomentar la desinhibición, la percepción del propio cuerpo en el espacio en que están los demás y, consecuentemente, produ-ce la motivación y promueve la creatividad. En la clase de lengua extranjera se puede lograr este desarrollo a través de juegos, danza y actividades que permitan el contacto con el otro. De esa manera, a partir de algunas cuestiones que plantea la teoría del desarrollo cognitivo al tratar del estudio de procesos tales como lenguaje, percepción, memoria, razonamiento y resolución de problema, y de algunas discusiones de la teoría de las inteligencias múltiples de Gardner (1994), específica-mente acerca de la inteligencia corporal-cenestésica, se analizará cómo el trabajo con la expresión corporal puede ayudar en el desarrollo de las capacidades del estudiante y fomentar su creatividad y su proceso de adquisición y de aprendizaje en clase, concretamente, en la clase de lengua extranjera. Además de la inteligencia corporal-cenestésica, Gardner propone que cada persona tiene, por lo menos, ocho inteligencias o habilidades cognitivas más que trabajan juntas, pero como entidades autónomas que requieren interacción. El autor asume que todas las inteligencias son igualmente importantes, aunque cada sujeto presenta una inteligencia más desarrollada que otra según el escenario cultural en el que se inserta, lo que explicaría, en cierta medida, por qué las personas aprenden de diferentes maneras, es decir, de acuerdo con sus habilidades. Sin embar-go, aunque todas las inteligencias son igualmente importantes, nuestro sistema escolar suele enfatizar la inteligencia lógico-matemática y la inteligencia lingüística hasta el punto de, en algunos casos, negar la existencia de las demás. Así, se debe pensar la educación desde un punto de vista que considera las distintas formas de aprender y, en el caso específico de la enseñanza y del aprendizaje de lenguas extranjeras, se debe adoptar un “abordaje plural de la cognición” y no “unilineal” contrario al de muchos autores que trataron el desarrollo humano.

Expanding Our “Frames” of Mind for Education and the Arts

2013 ◽  
Vol 83 (1) ◽  
pp. 15-39 ◽  
Author(s):  
Jennifer Groff
Keyword(s):  
Multiple Intelligences ◽  
Cognitive Processing ◽  
Arts Education ◽  
Digital World ◽  
The Arts ◽  
Multiple Intelligences Theory ◽  
Impact Of Technology ◽  
The Impact ◽  
The Relationship

In this article, Jennifer Groff explores the role of the arts in education through the lens of current research in cognitive neuroscience and the impact of technology in today's digital world. She explains that although arts education has largely used multiple intelligences theory to substantiate its presence in classrooms and schools, this relationship has ultimately hindered the field of arts education's understanding of the relationship between the arts, human development, and learning. Emerging research on the brain's cognitive processing systems has led Groff to put forth a new theory of mind, whole-mindedness. Here she presents the evidence and construct for this frame of mind, how it sits in relation to multiple intelligences theory, and how it might redefine the justification for arts education in schools, particularly in our digitally and visually rich world.

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