| Multiple Intelligences (here) |
| Moral Development (scroll down) |
| Dr. Howard Gardner is a professor of neuroscience at Harvard. He believes that children are all gifted in some way, and disagrees with the conventional use of talented and gifted programs in public schools, which only award mathematical or language talents. He first theorized 7 different types of intelligences. His first seven were: Logical/ Mathematical Intrapersonal Interpersonal Visual/ Spatial Verbal/ Linguistic Bodily/ Kinesthetic Musical Then, he decided to add: Naturalist Finally, (I think), he has added: Existential He believes that everyone has all of these, but that one is generally the strongest within each person. There may be additional ones, as well. Take this test to see what your intelligence is. Then come back here and you can look at the powerpoints about each intelligence. Does it seem like you? Do you have more than one strength? NATURALIST _____ I enjoy categorizing things by common traits _____ Ecological issues are important to me _____ Classification helps me make sense of new data _____ I enjoy working in a garden _____ I believe preserving our National Parks is important _____ Putting things in hierarchies makes sense to me _____ Animals are important in my life _____ My home has a recycling system in place _____ I enjoy studying biology, botany and/or zoology _____ I pick up on subtle differences in meaning _____ TOTAL for NATURALIST _____________________________________________________________________________________________________________________________________ MUSICAL _____ I easily pick up on patterns _____ I focus in on noise and sounds _____ Moving to a beat is easy for me _____ I enjoy making music _____ I respond to the cadence of poetry _____ I remember things by putting them in a rhyme _____ Concentration is difficult for me if there is background noise _____ Listening to sounds in nature can be very relaxing _____ Musicals are more engaging to me than dramatic plays _____ Remembering song lyrics is easy for me _____ TOTAL for MUSICAL _____________________________________________________________________________________________________________________________________ LOGICAL/ MATHEMATICAL _____ I am known for being neat and orderly _____ Step-by-step directions are a big help _____ Problem solving comes easily to me _____ I get easily frustrated with disorganized people _____ I can complete calculations quickly in my head _____ Logic puzzles are fun _____ I can't begin an assignment until I have all my "ducks in a row" _____ Structure is a good thing _____ I enjoy troubleshooting something that isn't working properly _____ Things have to make sense to me or I am dissatisfied _____ TOTAL for LOGICAL/ MATHEMATICAL _____________________________________________________________________________________________________________________________________ EXISTENTIAL _____ It is important to see my role in the “big picture” of things _____ I enjoy discussing questions about life _____ Religion is important to me _____ I enjoy viewing art work _____ Relaxation and meditation exercises are rewarding to me _____ I like traveling to visit inspiring places _____ I enjoy reading philosophers _____ Learning new things is easier when I see their real world application _____ I wonder if there are other forms of intelligent life in the universe _____ It is important for me to feel connected to people, ideas and beliefs _____ TOTAL for EXISTENTIAL _____________________________________________________________________________________________________________________________________ INTERPERSONAL _____ I learn best interacting with others _____ I enjoy informal chat and serious discussion _____ The more the merrier _____ I often serve as a leader among peers and colleagues _____ I value relationships more than ideas or accomplishments _____ Study groups are very productive for me _____ I am a “team player” _____ Friends are important to me _____ I belong to more than three clubs or organizations _____ I dislike working alone _____ TOTAL for INTERPERSONAL ____________________________________________________________________________________________________________________________________ BODILY/ KINESTHETIC _____ I learn by doing _____ I enjoy making things with my hands _____ Sports are a part of my life _____ I use gestures and non-verbal cues when I communicate _____ Demonstrating is better than explaining _____ I love to dance _____ I like working with tools _____ Inactivity can make me more tired than being very busy _____ Hands-on activities are fun _____ I live an active lifestyle _____ TOTAL for BODILY/ KINESTHETIC _____________________________________________________________________________________________________________________________________ VERBAL/ LINGUISTIC _____ Foreign languages interest me _____ I enjoy reading books, magazines and web sites _____ I keep a journal _____ Word puzzles like crosswords or jumbles are enjoyable _____ Taking notes helps me remember and understand _____ I faithfully contact friends through letters and/or e-mail _____ It is easy for me to explain my ideas to others _____ I write for pleasure _____ Puns, anagrams and spoonerisms are fun _____ I enjoy public speaking and participating in debates _____ TOTAL for VERBAL/ LINGUISTIC _____________________________________________________________________________________________________________________________________ INTRAPERSONAL _____ My attitude effects how I learn _____ I like to be involved in causes that help others _____ I am keenly aware of my moral beliefs _____ I learn best when I have an emotional attachment to the subject _____ Fairness is important to me _____ Social justice issues interest me _____ Working alone can be just as productive as working in a group _____ I need to know why I should do something before I agree to do it _____ When I believe in something I give more effort towards it _____ I am willing to protest or sign a petition to right a wrong _____ TOTAL for INTRAPERSONAL _____________________________________________________________________________________________________________________________________ VISUAL/ SPATIAL _____ Rearranging a room and redecorating are fun for me _____ I enjoy creating my own works of art _____ I remember better using graphic organizers _____ I enjoy all kinds of entertainment media _____ Charts, graphs and tables help me interpret data _____ A music video can make me more interested in a song _____ I can recall things as mental pictures _____ I am good at reading maps and blueprints _____ Three dimensional puzzles are fun _____ I can visualize ideas in my mind _____ TOTAL for VISUAL/ SPATIAL _____________________________________________________________________________________________________________________________________ Add up your totals for each section. The section with the most checked is your personal strength. You may have more than one; that is just fine! |
| BODILY/ KINESTHETIC EXISTENTIAL INTERPERSONAL INTRAPERSONAL LOGICAL/ MATHEMATICAL MUSICAL NATURALIST VERBAL/ LINGUISTIC VISUAL/ SPATIAL |
| Dr. Lawrence Kohlberg was a professor at Harvard. He came up with his Moral Development Theory, based on a series of moral steps that one must pass through in order to attain the highest morality, or level six. He developed this theory by assessing young, white boys with a situation (see below)and then rating their responses according to his steps. He based much of his thought on the work of Piaget and Dewey. Kohlberg was challenged by many because of his methodologies. Particularly noteworthy was Carol Gilligan, who disagreed with Kohlberg’s ideas that men could attain higher levels of morality just on the basis of their gender. She challenged him in many fabulous writings. LEVEL 1–Preconventional Morality (ages 4–10) Moral value resides in a person’s own needs and wants. STAGE 1: OBEDIENCE and PUNISHMENT ORIENTATION: Individual and moral judgment is motivated by a need to avoid punishment. STAGE 2: INSTRUMENTAL-RELATIVIST ORIENTATION: Individual and moral judgment is motivated by a need to satisfy one’s own desires. ________________________________________________________________________________________________________________________ LEVEL 2–Conventional Morality (ages 10–13) Moral values reside in performing good or right roles, in maintaining the convention order, and in pleasing others. STAGE 3: “GOOD BOY/NICE GIRL” ORIENTATION: Individual’s moral judgment is motivated by a need to avoid rejection, disaffection, or disapproval from others. STAGE 4: LAW AND ORDER ORIENTATION: Individual and moral judgment is motivated by a need to not be criticized by a true authority figure. ________________________________________________________________________________________________________________________ LEVEL 3–Postconventional Morality (adolescence–adulthood) Moral values reside in principles, separate from those who hold apart from a person’s identification with the enforcing group. Most people never reach the last level. STAGE 5: LEGALISTIC ORIENTATION: Individual and moral judgment is motivated by community respect for all, respecting social order, and living under legally determined laws. STAGE 6: UNIVERSAL, ETHICAL ORIENTATION: Individual and moral judgment is motivated by one’s own conscience. _____________________________________________________________________________________________________________________________________ According to Kohlberg, here would be the typical reactions to the situation, according to the level: Stage 1 (need to avoid punishment): The husband should not steal the drug because he would be punished by authorities if he is caught. Stage 2 (need to satisfy one's own desires): The husband should steal the drug because he is worried about his wife and will feel better if she is not sick. Stage 3 (need to avoid rejection, disaffection, or dissatisfaction from others): The husband should steal the drug because good husbands care about their wives. Other people would disapprove if he let his wife die. Stage 4 (need to not be criticized by true authority figure): The husband should not steal the drug because stealing is against the law and the laws must be maintained even at the expense of a personal loss. Stage 5 (community respect; respect for order and law): The husband should steal the drug because society places more value on the right to have medicine than on the right to make large profits. Everyone has the right to get needed medicine regardless of the laws against stealing. Stage 6 (motivated by one's own conscience): The husband should steal the drug because a human life takes precedence over any other moral or legal value. HERE IS THE SCENARIO: What about these scenarios? What level is each person acting on? ~Freddie does not drive faster than the speed limit because that is the law and he would feel bad if he were caught. ~Darren does not steal from stores because he would be ashamed of himself for doing so. ~Sarah always obeys her teacher because she would be embarrassed if she got into trouble. ~Robert donates to charity because his conscience tells him to do so. ~In order to avoid time-out in nursery school, Nolan does not steal snacks from the other kids. ~Carol does not smoke marijuana because it is against the law. ~Genny does not talk during church service so that her parents will give her a sucker afterward. ~Siobhan does not steal from department stores because she wouldn't want her friends to think of her as a thief. ~Ben picks up his toys so he won't have to go to bed early. ~Hannah feels that it is her duty to vote in the elections. ~Joseph always gives Aunt Brenda a big hug when he sees her because she usually brings candy for him. ~Rick rakes his neighbor's leaves because he knows that they appreciate him doing it. ~Brianne volunteers to help in the soup kitchen and her name is read at her church service the next week. ~Larissa refuses to pay income taxes because she does not believe that they are fair. ~Emily enjoys helping at a telephone crisis line because she knows it is the right thing for her to do. ~Seth cleans his room, in anticipation of his parents' praise. ~Noah plays with his cousin Sarah so his parents will be proud of him. ~Suzanne does not hit her younger brother so her parents will not yell at her. |
| A woman was near death from a rare form of cancer. There was one drug that doctors thought might save her: a form of radium that a druggist in the same town had recently discovered. The druggist was charging $2000–ten times what the drug cost to manufacture. The sick woman’s husband went to everyone he knew to raise the money, but he could only get together about half of the money. He explained to the druggist that his wife was dying and asked him to sell him the medicine at a reduced rate or let him pay the balance later. But the druggist said, “No.” So the desperate husband chose to break into the man’s store and steal the drug. |
| MULTIPLE INTELLIGENCES by Howard Gardner Verbal-Linguistic Well-developed verbal skills and sensitivity to the sounds, meanings, and rhythms of words. These learners have highly developed auditory skills and are generally elegant speakers. They think in words rather than pictures. Mathematical-Logical Ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns. These learners are always curious about the world around them; asking lots of questions. These learners love to do experiments. Musical Ability to produce and appreciate rhythm, pitch, and timbre. Musically inclined learners think in sounds, rhythms, and patterns. The immediately respond to music either appreciatively or critically. Many of these learners are extremely sensitive to environmental sounds (e.g., crickets, bells, dripping taps, snoring). Visual-Spatial Capacity to think in images and pictures, to visualize accurately and abstractly. Visual learners need to create vivid mental images to retain information. They enjoy looking at maps, charts, pictures, videos, etc. Bodily-Kinesthetic Ability to control one's body movements and to handle objects skillfully. These learners express themselves through movement. They have a good sense of balance and eye-hand coordination (e.g., play ball, balance beams). Through interacting with the space around them, they are able to remember and process information. Interpersonal Capacity to detect and respond appropriately to the moods, motivations, and desires of others. These learners try to see things from others' points of view in order to understand how they think and feel. They often have an uncanny ability to sense feelings, intentions, and motivations. Generally, they try to maintain peace in group settings and encourage cooperation. They use both verbal and non-verbal language to open communication channels with others. Intrapersonal Capacity to be self-aware and in tune with inner feelings, values, beliefs, and thinking processes. These learners try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses. Naturalist Ability to recognize and categorize plants, animals, and other objects in nature. These learners have the ability to appreciate, understand, and enjoy the natural world, the ability to observe, understand, and organize patterns in the natural environment, and the ability to nurture plants and animals. Existential Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here. |
| Moral Development Theory Dr. Lawrence Kohlberg |