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"I have no doubt whatever that most people live. . .in a very restricted
circle of their potential being. They make use of a very small part
of their possible consciousness. . .much like a person who, out of the
whole body organism, should get into the habit of using and moving only
the little finger. We all have reservoirs of life to draw upon of which
we do not dream! "
William
James
1842-1910 Education Psychologist
If we are to apply
our minds to understand thinking there are some researchers who are
worthy of investigation. Principal among them is Howard Gardiner and
his work on Multiple Intelligences. This research explored the concept
that there were different types of intelligence and that education favoured
some above others and in some cases ignored some types of intelligence.
Gardiners work
highlighted that a persons intelligence drew from most of these areas
with some showing greater development than others.
For further detail:
http://www.ldpride.net/learningstyles.MI.htm#Learning
Styles Explained
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Visual/Spatial
Intelligence
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Puzzle building,
reading, writing, understanding charts and graphs, a good sense of
direction, sketching, painting, creating visual metaphors and analogies
(perhaps through the visual arts), manipulating images, constructing,
fixing, designing practical objects, interpreting visual images. |
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Verbal/Linguistic
Intelligence
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Listening, speaking,
writing, story telling, explaining, teaching, using humour, understanding
the syntax and meaning of words, remembering information, convincing
someone of their point of view, analysing language usage. |
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Logical/Mathematical
Intelligence
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Problem solving,
classifying and categorising information, working with abstract concepts
to figure out the relationship of each to the other, handling long
chains of reason to make local progressions, doing controlled experiments,
questioning and wondering about natural events, performing complex
mathematical calculations, working with geometric shapes. |
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Bodily/Kinaesthetic
Intelligence
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Dancing, physical
co-ordination, sports, hands on experimentation, using body language,
crafts, acting, miming, using their hands to create or build, expressing
emotions through the body. |
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Musical/Rhythmic
Intelligence
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Singing, whistling, playing musical instruments, recognising tonal
patterns, composing music, remembering melodies, understanding the
structure and rhythm of music. |
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Interpersonal
Intelligence
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Seeing things
from other perspectives (dual-perspective), listening, using empathy,
understanding other people's moods and feelings, counselling, co-operating
with groups, noticing people's moods, motivations and intentions,
communicating both verbally and non-verbally, building trust, peaceful
conflict resolution, establishing positive relations with other people. |
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Intrapersonal
Intelligence
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Recognising
their own strengths and weaknesses, reflecting and analysing themselves,
awareness of their inner feelings, desires and dreams, evaluating
their thinking patterns, reasoning with themselves, understanding
their role in relationship to others. |
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