For the Love of Learning Epi#119
Monday, March 19, 2018, 7:30pm-9:30pm EDT
Monday, March 19, 2018, 11:30pm-1:30am GMT
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. The theory of multiple intelligences differentiates intelligence into specific ‘modalities’, rather than seeing intelligence as a whole, dominated by a single general ability. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
Linguistic intelligence (“word smart”)
Logical-mathematical intelligence (“number/reasoning smart”)
Spatial intelligence (“picture smart”)
Bodily-Kinesthetic intelligence (“body smart”)
Musical intelligence (“music smart”)
Interpersonal intelligence (“people smart”)
Intrapersonal intelligence (“self smart”)
Naturalist intelligence (“nature smart”)
Dr. Gardner believes that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people from within our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled “learning disabled,” “ADD (attention deficit disorder,” or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical-mathematical classroom.
West Seattle Core Collectors, Christopher, Beth, Irie, Tosh, Kaya, and Song have been experimenting with raising their kids outside of school for almost a decade. They have developed what they refer to as the role model approach, based on Howard Gardner’s Unschooled Mind and Multiple Intelligences theory. As they refine their program through use at home, they hope to share it with other families.
Robin Harwick, Ph.D. is a writer, academic, and consultant dedicated to improving the lives of children and families through research and service. She has been a member of academic, governmental, and private research teams since 1995. Dr. Harwick also worked extensively in direct service of children and families as a parent educator, home visitor, and therapeutic foster parent. After years spent coaching youth and young adults on how to achieve their dreams she decided it was time to “walk her talk.” She recently began a world schooling adventure with her teenage son, husband, and two dogs! You can follow their journey at www.lifeeducationtravel.org.
Meet Jinan, from Kerala, India.
He call himself a victim of modern education, cognitively rewired to understand the written word instead of the real world. He has been living with illiterate people to understand the cognitive system, based on the natural propensity of any living being to make sense of the world. He has been exploring, researching how children ‘learn’ and how the
schooling process damages the natural cognitive system. Jinan’s focus as of now is to find ways of creating space for children to awaken the
natural cognitive system and to help the cognitively damaged to
recover the natural learning process.
There are two somewhat distinct phases to the journey of trying to
understand what is wrong with schooling. The first one around the
question ‘how to teach children’ and the second phase which addressed
to question ‘how children learn’. This made the crucial difference to
the search as the first question involves psychology and conditioning
and the second question centers around biology and natural propensity.
So two basic areas of his work have been on understanding the
biological roots of being and the fundamental damages of modernity.
The modern crisis is a cognitive crisis due to various changes that
underwent to the total cognitive phenomenon. The replacement of
cognitive source from real context to text rewires the cognitive tool,
process and hence the structure. Reasoning takes over as the means to
understand, thereby short-circuiting the real process of
understanding. We then live in the realm of language and the mind
constructed the conceptual world.
Whereas in traditional NON-LITERATE paradigm the biological process is
intact to a large extent and mind functions in sync with the body. The
content of the mind is directly connected to the real world and is
experienced authentically by the being, retaining the originality.
Jinan is as of now involved in initiating the journey from the WORD to the
WORLD, from mind to the senses.
http://existentialknowledgefoundation.org/ http://sadhanavillageschool.org/ https://www.youtube.com/user/sadhanavillagepune https://www.youtube.com/user/jinansvideos https://independent.academia.edu/JinanKodapully
This episode is produced by Nina Downer
As always, you can find out more about your host, Lainie Liberti at her website RaisingMiro.com and the alternative education & world schooling project she runs with her teen son at: ProjectWorldSchool.com. You can also connect with her on twitter @ilainie & facebook.
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