Jeg mener at den måde MI er implementeret i dk er ikke som Gardner havde ment det skulle bruges ... han havde regnet med at det laves centre og læren observere hvilke børn vælger hvilke centre og ikke som vi implementer det i dk ved at indele børnene udefra det intelligenser vi mener de har.
Han siger også når læren indeler børnene men må ikek anvende det før atl forældrene og andre spørges om det ahr det samem opfattelse!
Jeg har ikke tid til at gå i dybden med alt dette men her er lidt fra hans pdf og han henviser til Tom Hoerr at the New City School in St Louis for at få mere viden om selve implementation. Jeg kan bare ikke finde det artikelr af Tom Hoer som forklarer det jeg mener bedst, men det kommer!
Q. What happens to multiple intelligences during later life?
A. In many ways, the multiple intelligences seem a particular gift of childhood. When we
observe children, we can readily see them making use of their several intelligences. Indeed,
one of the reasons for my enthusiasm about children's museums is their evident cultivation of
a plethora of intelligences. Nowadays, the children's museum simply has a better fit with the
minds of children than does the average school.
It could be that multiple intelligences decline in importance as well as in visibility. But I
believe that quite the opposite is true. As individuals become older, our intelligences simply
become internalized. We continue to think differently from one another—indeed, differences
in modes of mental representation are likely to increase throughout active life. These
differences are simply less manifest to outside observers.
Consider, for example, what happens in the average high school or college classroom. The
teacher lectures, the students remain in the seats, either taking notes or looking vaguely
bored. One might easily infer that actually no processing is going on, or that all the process is
linguistic in nature.
However, once it comes to representing disciplinary skills or contents, the individual is free
to make use of whatever representational capacities she has at her disposal. A lecture on
physics might be represented in language, in logical propositions, in graphic form, through
some kind of kinetic imagery (that is how Einstein thought about physics) or even in some
kind of musical format (the Greeks stressed the parallels between musical and mathematical
forces). Individuals may also take all kinds of notes and use disparate aids to study and recall.
The recesses of our mind remain private. No one can tell the mind exactly what to do. As I
see it, the challenge to the mind is somehow to make sense of experience, be it experience on
the street or in the classroom. The mind makes maximal uses of the resources at its
disposal—and those resources consist in our several intelligences.
Q. How might your multiple intelligences have a positive impact on public schools in the
U.S. and elsewhere?
A. Briefly, my theory can reinforce the idea that individuals have many talents that can be of
use to society; that a single measure (like a high stake test) is inappropriate for determining
graduation, access to college, etc.; and that important materials can be taught in many ways,
thereby activating a range of intelligences.
Q. How can I teach multiple intelligence in a creative and innovative way to a group of new
A. See the writings of Tom Hoerr at the New City School in St Louis.