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摘要
摘要
Howard Gardner's brilliant conception of individual competence is changing the face of education today. In the ten years since the publication of his seminal Frames of Mind , thousands of educators, parents, and researchers have explored the practical implications of Multiple Intelligences (MI) theory--the powerful notion that there are separate human capacities, ranging from musical intelligence to the intelligence involved in understanding oneself. Multiple Intelligences: The Theory in Practice brings together previously published and original work by Gardner and his colleagues at Project Zero to provide a coherent picture of what we have learned about the educational applications of MI theory from projects in schools and formal research over the last decade.
評論 (5)
《出版社週刊》(Publisher's Weekly)評論
A follow-up to Gardner's Frames of Mind (which is being reissued simultaneously), this collection of mostly academic essays should appeal mainly to education observers concerned with Gardner's innovative theory of multiple intelligences. The theory that there are seven types of intelligence, (linguistic, spatial, musical and so on) is recapped in an accessible talk Gardner gave at Harvard, a more formal paper on the subject, and a technical essay defining such concepts as ``giftedness'' and ``creativity'' in the context of his theory. The book's second part includes Gardner's intriguing projection of a school that applies his theories, as well as four very dry analyses of projects that put Gardner's theories into practice. More interesting are Gardner's criticism of formal testing directed at a unitary conception of intelligence, his proposal that college admissions officers examine student projects for evidence of several intelligences and the suggestion that various topics in school can be approached in different ways that track the multiple intelligences. Reader's Subscription, Library of Science and Natural Science Book Club alternates. (Apr.) (c) Copyright PWxyz, LLC. All rights reserved
Kirkus 評論
A potpourri of previously published articles and lectures, as well as chapters written specifically for this book--all explaining what the theory of multiple intelligences is and how it can be applied in today's schools. A decade ago, Gardner (Education/Harvard; The Unschooled Mind, 1991, etc.) put forward the idea that intelligence should be measured in more ways than through verbal and math tests that are standard for schools. He postulated seven basic ``intelligences,'' including language and logical-mathematical but also kinesthetic, musical, interpersonal, intrapersonal, and spatial. Gardner gives all seven equal weight--but schools and testing institutions don't. Hence, children who are weak in language and math skills but strong in musical or interpersonal ``intelligence'' will suffer in the traditional classroom. Here, the author attempts to show how schools can address those differences so that students will be happier, more productive, and more able to cope with life. Except for a chapter on the Key School in Indianapolis, which has built its curriculum and method of teaching around multiple intelligences, teachers and administrators won't find a how-to on restructuring their classrooms here. Look to apprentice and museum programs and to the community for that, says Gardner (somewhat vaguely), leaving schools' options wide open. Strongest here are discussions of how to reframe testing and assessment methods and of how the limited view of intelligence can defeat both student and teacher. Research at Harvard's Project Zero (which Gardner directs) has developed new assessment materials, explained here, that help to measure all seven intelligences. Repetitious, thanks to its format; but even so a good introduction, along with Gardner's Frames of Mind (1983), to the theory of multiple intelligences.
《書目》(Booklist)評論
When Gardner's Frames of Mind was published a decade ago, his concept of multiple intelligences provoked a flurry of interest from the media, but within the professional community the response was primarily one of apathy. In his latest book, Gardner and his associates and collaborators from Harvard Project Zero address the queries of supporters--and critics--who have found the theory of seven separate intelligences to be worthy of examination and debate. The basic premise is elaborated upon in a question-and-answer format, while lengthy segments enumerate its practical applications in educational environments and "modes" of assessment. The timing for this offering seems particularly apropos, with educational reform being demanded by so many. Gardner presents a theory that seems to contain the potential for real change within the existing system. (Reviewed Feb 15, 1993)0465018211Alice Joyce
Choice 評論
A collection of essays promoting Gardner's theory of seven intelligences as a rationale for curriculum design. Gardner and his colleagues rarely publish in scientific journals, which might explain why a scientific appraisal of his theory has yet to be made. The discriminating reader will be concerned about Gardner's disregard of scientific method; for example, he coins a new term, "subjective" factor analysis, to excuse the lack of statistical data supporting his theory. Also, Gardner has no qualms about reporting correlation statistics derived from educational assessments that he acknowledges are not standardized and thus have no demonstrated reliability or predictive validity. Perhaps the most telling criticism of his work is that his original book, Frames of Mind: The Theory of Multiple Intelligences (CH, Apr'84), received an Award from the American Psychological Association for being the best "pop psychology" book of the year. This reviewer has two concerns: that the average reader lacks the background information necessary to evaluate Gardner's claims, and that undergraduate and graduate students will receive mixed messages about what constitutes accepted scientific methodology. All levels.
《圖書館雜誌》(Library Journal )書評
The theory of multiple intelligences (MI) was first publicized by Gardner in Frames of Mind ( LJ 10/1/83). The arguments he presented against the prevailing one-dimensional view of intelligence caught the attention of educators who found the application of a universal IQ test troublesome. Here, Gardner attempts to bridge the gap between state-of-the-art advances in cognitive studies and neurosciences and to demonstrate their practical applications in education. He does an admirable job of explaining the revolutionizing effect the complex theory of seven intelligences has had on schooling, also acknowledging that Theodore Sizer's Horace's School ( LJ 1/92) presents a practical proposal closely paralleling his MI theory in its emphasis on individual performance abilities. This is a highly readable and interesting proposal from an innovative and ground-breaking researcher. Excellent references round out the study. For most education collections.-- Arla Lindgren, St. John's Univ., New York (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.
目錄
Introduction | p. xi |
Introductory Note | p. 2 |
Chapter 1 In a Nutshell | p. 5 |
Chapter 2 A Rounded Version | p. 13 |
Chapter 3 Questions and Answers about Multiple Intelligences Theory | p. 35 |
Chapter 4 The Relation of Intelligence to Other Valued Human Capacities | p. 49 |
Introductory Note | p. 64 |
Chapter 5 A School of the Future | p. 68 |
Interlude the Two Rhetorics of School Reform: Complex Theories versus the Quick Fix | p. 81 |
Chapter 6 The Emergence and Nurturance of Multiple Intelligences in Early Childhood: the Project Spectrum Approach | p. 86 |
Chapter 7 The Elementary Years: the Project Approach in the Key School Setting | p. 112 |
Chapter 8 Approaching School Intelligently: Practical Intelligence at the Middle School Level | p. 119 |
Chapter 9 Disciplined Inquiry in the High School: an Introduction to Arts Propel | p. 134 |
Interlude on Implementing Educational Programs: Obstacles and Opportunities | p. 154 |
Part III Assessment and Beyond: the Components of an Mi Education | p. 156 |
Introductory Note | p. 158 |
Chapter 10 Assessment in Context: the Alternative to Standardized Testing | p. 161 |
Interlude A: Portfolio Approach to College Admissions | p. 184 |
Chapter 11 Beyond Assessment: the Aims and Means of Education | p. 187 |
Introductory Note | p. 210 |
Chapter 12 Intelligences in Seven Phases | p. 213 |
Chapter 13 Engaging Intelligence Coauthored by Mindy Kornhaber and Mara Krechevsky | p. 231 |
Epilogue: Multiple Intelligences Theory in 2013 | p. 249 |
Appendices | p. 252 |
Appendix A Acknowledgments, References, Collaborators, and Funders | p. 254 |
Appendix B Related Articles Authored or Coauthored by Howard Gardner | p. 281 |
Appendix C Other Works about the Theory of Multiple Intelligences | p. 285 |
Appendix D Workshop Presentations | p. 294 |
Name Index | p. 298 |
Subject Index | p. 301 |