Gardner proposes the theory of multiple intelligences to expand traditional views of intelligence. His theory identifies eight intelligences including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. Gardner argues that assessing and educating intelligence requires considering these diverse intelligences. His theory aims to better understand cognitive development across cultures and improve education to support varied intelligences.
C:\Documents And Settings\Acloutier\Desktop\Mat March11,2009 Frames Of Mind UmdAnnie c. Cloutier
Multiple Intelligence by Howard Gardner
Power Point 2009 by Annie C. Cloutier
Graduate Masters General Science Presentation University Massachusetts Dartmouth,MA
What kinds of ethics should nanorobotic cognitive aids have? Cognitive nanorobots, an analog to medical nanorobots, could have applications in cognitive enhancement and perceptual aid such as bias reduction, memory management (access, suppression), and personalized ethics optimization. It is important to consider what kinds of ethics modules may be appropriate for inclusion in cognitive nanorobots. A number of core philosophical questions arise such as the possibility and desirability of knowing a true and objective reality, and selecting different realities. The philosophy of Bergson and Deleuze is used to investigate and propose an ethics of perception.
Psychedelics, Consciousness and the Modern Search for AGI - Pt 1Richard Everts
Join us for an introductory discussion on how the history of research into psychedelics from the 1950's through the modern day informed new ways of viewing consciousness and understanding, and how this exposes both the good and bad of modern approaches to the search for artificial general intelligence and how it may inform a new path for the future.
C:\Documents And Settings\Acloutier\Desktop\Mat March11,2009 Frames Of Mind UmdAnnie c. Cloutier
Multiple Intelligence by Howard Gardner
Power Point 2009 by Annie C. Cloutier
Graduate Masters General Science Presentation University Massachusetts Dartmouth,MA
What kinds of ethics should nanorobotic cognitive aids have? Cognitive nanorobots, an analog to medical nanorobots, could have applications in cognitive enhancement and perceptual aid such as bias reduction, memory management (access, suppression), and personalized ethics optimization. It is important to consider what kinds of ethics modules may be appropriate for inclusion in cognitive nanorobots. A number of core philosophical questions arise such as the possibility and desirability of knowing a true and objective reality, and selecting different realities. The philosophy of Bergson and Deleuze is used to investigate and propose an ethics of perception.
Psychedelics, Consciousness and the Modern Search for AGI - Pt 1Richard Everts
Join us for an introductory discussion on how the history of research into psychedelics from the 1950's through the modern day informed new ways of viewing consciousness and understanding, and how this exposes both the good and bad of modern approaches to the search for artificial general intelligence and how it may inform a new path for the future.
Describes the main theories regarding the nature of human intelligence.
Research done by Deangelo Montgomery, Kimberly Gautreaux, Antony Stampp, Lynn Elias and Ana Maria Villar
Edunext is a brand offering Dermatoglyphic Multiple Intelligence Test in the geographical location of Thane, and aiming to be a leading chain of DMIT providers through franchisees & sub – franchisees pan-India.
KNOWLEDGE SCIENCE & CYBERNETICS OF KNOWLEDGE : KNOWMATICSDr. Raju M. Mathew
The academic and scientific community besides Knowledge Managers and Librarians have been encountering the complex problem of dealing with or managing 'Knowledge' as wealth, resource and product without any scientific discipline or effective tools and strategies. The available tools and techniques of Computer Science, Information Science, Information Technology, Education or Philosophy have become incompatible in dealing with Knowledge but only Data and Information. Knowledge, consisting of interacting thousands of 'Concepts' ,is a complex system with complex control and communication functions. Knowledge as a Product for Mass Production, Marketing, Delivery and Consumption can be studied or dealt with using the tools,techniques and approaches of Mathematics and Cybernetics or Knowmatics. There is an urgent need to develop the discipline of Knowledge Science or Knowmatics for the effective handling and management of Knowledge created by the Humanity and also ensuring the optimal Consumption, Production, Delivery and Marketing of Knowledge. Knowmatics is based on Mathew's Theories of Knowledge Consumption and Production and it is the result of more than 30 years research on diverse aspects of Knowledge, Information ,Education and Information Technology.
KNOWLEDGE SCIENCE; NOT INFORMATION SCIENCE OR TECHNOLOGY- SCOPE,THEORIES AND...Dr. Raju M. Mathew
The inherent failures of 'Information Science' or' Information Technology' to deal with knowledge, necessitate the emergence of 'Knowledge Science' for Knowledge is a precious and strategic wealth and source of income. The complexity and diversity of knowledge must be studied and new research works are needed for the Mass Production,Delivery and Consumption of Knowledge and thereby knowledgization of the entire people. Knowmatics and Knowledge Science are the newly emerging fields of study. Mathew's Theories of Knowledge Consumption -Production and Cybernetics of Knowledge provide the methodological and theoretical foundations of Knowledge Science.
3. “Only if we expand and reformulate our view
of what counts as human intellect, will we
be able to devise more appropriate ways of
assessing it, and more effective ways of
educating it.“
p.4 H. Gardner, FRAMES of MIND
4. His most notable reasons for investigating MI are:
Examination of how a theory of Multiple
Intelligences could impact education.
Improve understanding of the impact of cultural
variations on cognitive and psychological
development.
Fostering inquiry about how intelligences can
be supported in various cultural settings.
5. 1. Potential isolation by brain damage
2. The existence of savants, prodigies, and uniquely
gifted individuals.
3. Possesses an identifiable core operation or set of
operations.
4. Has a distinct developmental history with end
results.
5. Evolutionary history and plausibility.
6. Support from experimental psychological tasks.
7. Support from findings that emphasize or exclude
certain intelligences.
8. Susceptibility to encoding in a system of symbols
(i.e. words, numbers, notes, pictures, symbols etc.)
6.
7. Biological –DNA / RNA Genetics
Experiences –Development
Observations
Symbols
Culture
Adaptations
New Applications and the Transfer of Analytical
Processes
Body Movement, Problem Solving Skills,Listening
The Process of Cognitive Learning
Why do we think the way we do ?
Cause & Effects
9. Gardner’s Own Critical
Look at Multiple
Intelligence
Gardner himself
freely admits that
his theory of
Multiple
Intelligences
does not address
all of the
countless
unknowns that
make up the
human mind.
Points not covered in the theory are:
Social psychology
Personality
Temperment
Psychology of affect to
feelings
Character development
Motivation
Attention
Human will
10.
11. Humans are plastic, ever developing, adapting
to new situations and evolving.
There are unlimited variations with numerous
and still some undiscovered measurable
intelligences.
H. Gardner believes that we need to continue
to think outside the box.
12. How we think, how well and
diversified we are in the process
of thinking, depends on the
mixture of Multiple Intelligences
we use to learn about our world.
Pangaea broke up, slid along
plate tectonic conveyer belt
carrying continents off to colder
climates, far away from the
tropical paradise we first
enjoyed.
Since the last Ice Age 20,000
years ago, huge glaciers melted
ending this epoch. Homo
sapiens (family Hominoidea)
were given many new problems
to solve in order to survive.
Human brains physically grew,
nearly doubling in size.
13.
14. We imagine Gardner would have many
concerns about the MCAS and how it is
designed and given to all students no matter
what type of learner.
The importance of grades over the personal
development of the character of youth.
Society needs, ethics and accountability need
to be part of curriculum design.
Why the slow incorporation of M.I. theory into
today pedagogy and assessments.
15.
16. Agree ?
We firmly believe in
Multiple Intelligences.
More types of
intelligence will be
identified with greater
understanding and
technology to collect
data.
?
We feel that there
may be more
integration than
Gardner claims
between the types of
intelligence.
On higher levels,
biological weaving
and interfacing.
17. What do you think about telepathy/intuition ?
Laptops for all students to use ?
Blending of all cultures, and what happens
when they clash ?
Are we headed for a global intelligence ?
Should we be teaching to a global family ?
Can we combine cultures, yet retain identity or,
will we be change completely ?
What will artifical intelligence (implant nano chips into
living cells) role be in our future ?
18. Over arching units can incorporate Differentiated
Instruction – D.I. and the forms of assessment
should be varied, not all standard types of testing:
Posters with individual or team presentations
Three dimensional modeling
Assessments with color illustrations explaining an
essay
Jeopardy Game with teams
Labs with partners
Independent Projects for gifted students