1. HOWARD GARDNER His life, thoughts, and theory

3. TIMELINE  Born on July 11, 1943 in Scranton, Pennsylvania  Graduated Harvard 1965 Summa Cum laude  Entered Harvard’s doctoral program in 1966  In the late 1970s he became involved in the Project on Human Potential (funded by Bernard van Leer Foundation) to 'assess the state of scientific knowledge concerning human potential and its realization'.  His first major book, The Shattered Mind appeared in 1975 and fifteen have followed.  He became a lecturer at Harvard (1971-1986)

4. TIMELINE  1983 introduced multiple intelligences in his book Frames of Mind  In 1986 he became a professor at Harvard focusing in psychology  Started teaching at Harvard graduate school in 1986  Since 1999 Gardener has created 7 new intelligences  Currently Gardener is a psychologist and professor of neuroscience at Harvard University.

6. LINGUISTIC INTELLIGENCE  Sensitivity to written and spoken language  Effectively uses language to express oneself  Examples include: writers, poets, lawyers, and speakers

7. LOGICAL MATHEMATICAL INTELLIGENCE  Analyze problems more logically  Carryout mathematical operations  Investigate issues scientifically  Detect patterns; reason deductively  Most associated with mathematical and scientific thinking

8. MUSICAL INTELLIGENCE  Performance, compositions, appreciation for musical patterns  Able to recognize and compose musical pitches, tones, rhythms  Almost structural parallel to linguistic intelligence

9. BODILY-KINESTHETIC INTELLIGENCE  Use of whole body or body parts to solve problems  Mental ability to coordinate bodily movements  Mental and physical activity are related

10. SPATIAL INTELLIGENCE  Recognize and use patterns of confined and wide space areas

11. INTERPERSONAL INTELLIGENCE  Understand intentions, motivations, and desires of others  Work effectively with others  Ex: Educators, salespeople, religious/political leaders, and counselors

12. INTRAPERSONAL INTELLIGENCE  Understand oneself; feelings, fears, and motivations  “Having” a working model of ourselves and to regulate our lives

14. ADDITIONAL INTELLIGENCES  naturalist intelligence- enables human beings to recognize, categorize and draw upon certain features of the environment. ‘Combines a description of the core ability with a characterization of the role that many cultures value’  moral intelligence- 'is a concern with those rules, behaviors and attitudes that govern the sanctity of life - in particular, the sanctity of human life and, in many cases, the sanctity of any other living creatures and the world they inhabit'

15. ADDITIONAL INTELLIGENCES  spiritual intelligence- unsubstantiated claims with regard to truth value, 'and the need for it to be partially identified through its effect on other people'  existential intelligence- a concern with 'ultimate issues’

16. POSITIVES  theory challenged traditional beliefs in the fields of education and cognitive science (3)  human beings have nine different kinds of intelligence that reflect different ways of interacting with the world. (3)  Each person has a unique combination, or profile. Although we each have all nine intelligences, no two individuals have them in the same exact configuration -- similar to our fingerprints (3)  For Gardner, intelligence is: the ability to create an effective product or offer a service that is valued in a culture; a set of skills that make it possible for a person to solve problems in life; the potential for finding or creating solutions for problems, which involves gathering new knowledge.

17. POSSIBLE NEGATIVES Adequate criteria- do all intelligences involve symbol systems; how the criteria to be applied; and why these particular criteria are relevant Does conceptualization of intelligence hold together -substantial tradition of research that demonstrates correlation between different abilities and argue for the existence of a general intelligence factor; argued that musical intelligence and bodily-kinesthetic intelligence are better approached as talents

18. CONTINUED  Is there sufficient empirical evidence- theories derive rather more strongly from his own intuitions and reasoning than from a comprehensive and full grounding in empirical research;  not a properly worked-through set of tests to identify and measure the different intelligences;  I once thought it possible to create a set of tests of each intelligence - an intelligence-fair version to be sure - and then simply to determine the correlation between the scores on the several tests.  I now believe that this can only be accomplished if someone developed several measures for each intelligence and then made sure that people were comfortable in dealing with the materials and methods used to measure each intelligence notion of selfhood that Howard Gardner employs - something that he himself has come to recognizeselfhood

19. APPEAL TO EDUCATORS/ HOW TO IMPLEMENT IN CLASSROOM applied by teachers and policymakers to the problems of schooling structure curricula according to the intelligences design classrooms and even whole schools to reflect the understandings It is hard to teach one intelligence; what if there are seven; Seven kinds of intelligence would allow seven ways to teach

20. CONTINUED Broad vision of education Develop local and flexible programs Looking toward morality helped a significant number of educators to question their work and to encourage them to look beyond the narrow confines of the dominant discourses of skilling, curriculum, and testing

22. FIN  Presentation By: Rachel Grove, Jessica Van Kirk, Ana Beldycki,Lynzee Cohen, and MirandaGallagher!