Gardner proposes the theory of multiple intelligences to expand traditional views of intelligence and better assess and educate human intellect. His theory identifies eight intelligences including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic intelligences. The theory aims to account for cultural variations in cognitive development and foster education tailored to different cultural settings. While the theory does not address all aspects of human psychology, it encourages thinking beyond traditional views of intelligence and considering an individual's mixture of 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.
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.
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.
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.
SPECIAL FEATURE PERSPECTIVEUnraveling the evolution of un.docxwhitneyleman54422
SPECIAL FEATURE: PERSPECTIVE
Unraveling the evolution of uniquely
human cognition
Evan L. MacLeana,b,1
Edited by Richard G. Klein, Stanford University, Stanford, CA, and approved January 7, 2016 (received for review November 12, 2015)
A satisfactory account of human cognitive evolution will explain not only the psychological mechanisms that
make our species unique, but also how, when, and why these traits evolved. To date, researchers have made
substantial progress toward defining uniquely human aspects of cognition, but considerably less effort has
been devoted to questions about the evolutionary processes through which these traits have arisen. In this
article, I aim to link these complementary aims by synthesizing recent advances in our understanding of
what makes human cognition unique, with theory and data regarding the processes of cognitive evolution.
I review evidence that uniquely human cognition depends on synergism between both representational and
motivational factors and is unlikely to be accounted for by changes to any singular cognitive system. I argue
that, whereas no nonhuman animal possesses the full constellation of traits that define the human mind,
homologies and analogies of critical aspects of human psychology can be found in diverse nonhuman taxa.
I suggest that phylogenetic approaches to the study of animal cognition—which can address questions
about the selective pressures and proximate mechanisms driving cognitive change—have the potential to
yield important insights regarding the processes through which the human cognitive phenotype evolved.
cognitive evolution | human evolution | comparative psychology | human uniqueness | cognition
Human minds seem unlike those of any other species.
We participate in large-scale institutions, wage wars
over beliefs, imagine the distant future, and commu-
nicate about these processes using syntax and sym-
bols. What aspects of human cognition allow us to
accomplish these seemingly unique feats, and are
these processes qualitatively different from those of
other animals? Equally importantly, how and why did
such a peculiar psychology evolve? What was it about
early human lifestyles that favored these flexible forms
of cognition, and how did natural selection sculpt
these features from a nonhuman ape-like foundation?
The questions above address different levels of expla-
nation (1, 2) for human cognitive uniqueness, but ulti-
mately a satisfactory account of human cognitive
evolution will explain not only the mechanisms that
make our species unique, but also how, when, and
why these traits evolved. To date, scientists have
made substantial progress toward defining uniquely
human aspects of cognition, but considerably less ef-
fort has been devoted to questions about the evolu-
tionary processes through which these traits have
arisen. In this article, I aim to link these unique but
complementary aims by first highlighting recent ad-
vances in our understanding of how human psych.
Wightman Director of Architecture Greg Monberg presented Memes, Myths, and Motivation at the Association for Learning Environments Midwest Great Lakes Conference in Omaha, NE on April 25, 2019. The presentation focused on "Are We Focused on What Really Matters in School Planning and Design?"
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 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 over the personal
development of the character of youth.
Society needs, ethics and accountability need
to be part of design.
Why the slow 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.
Disagree ?
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