- Paperback: 304 pages
- Publisher: Basic Books; Edition Unstated edition (September 18, 2000)
- Language: English
- ISBN-10: 0465026117
- ISBN-13: 978-0465026111
- Product Dimensions: 6 x 0.7 x 9 inches
- Shipping Weight: 8.5 ounces (View shipping rates and policies)
- Average Customer Review: 4.4 out of 5 stars See all reviews (26 customer reviews)
- Amazon Best Sellers Rank: #466,718 in Books (See Top 100 in Books)
Enter your mobile number or email address below and we'll send you a link to download the free Kindle App. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required.
To get the free app, enter your mobile phone number.
Intelligence Reframed: Multiple Intelligences for the 21st Century Edition Unstated Edition
Use the Amazon App to scan ISBNs and compare prices.
Frequently bought together
Customers who bought this item also bought
How would a musical genius like Mozart have performed on the SAT or GRE? Well enough to go to an Ivy League? Difficult to say, of course, but thank goodness Howard Gardner thought to ask the question: Can every sort of intelligence be measured with the tools we've been using for the past century and more? In his 1983 book, Frames of Mind, Gardner laid out the foundation for the theory of multiple intelligences (MI). In Intelligence Reframed, a revisitation and elaboration of MI theory, he details the modern history of intelligence and the development of MI, responds to the myths about multiple intelligences, and handles FAQs about the theory and its application. He also restates his ideal educational plan, which would emphasize deep understanding of iconic subjects following from a variety of instructional approaches. (His book The Disciplined Mind discusses this plan in more detail.) Most excitingly, Gardner discusses the possibility for three more intelligences. Of these, he endorses only one, the naturalist intelligence--a person's ability to identify plants and animals in the surrounding environment. He writes, "My recognition that such individuals could not readily be classified in terms of the seven antecedent intelligences led me to consider this additional form of intelligence and to construe the scope of the naturalist's abilities more broadly."
An absorbing read from cover to cover, Intelligence Reframed should be studied and discussed by teachers, administrators, policy makers, and all those eager to serve children and prepare them to lead fulfilling lives. --Brian J. Williamson --This text refers to an out of print or unavailable edition of this title.
From Publishers Weekly
In Frames of Mind (1983), Gardner first set forth his influential theory of Multiple Intelligences, contending that each of us is equipped with eight or more separate types of intelligence (including linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal and intrapersonal varieties). In this combative update, geared mainly to educators, psychologists and other professionals, Harvard education professor Gardner adds to the list a new naturalist intelligence, which involves attunement to the environment, its flora and fauna. He further proposes that there may be a spiritual or existential intelligence (knowledge of transcendental and cosmic matters), but adds that this awaits scientific verification. Critics will undoubtedly pounce on his ideas, but Gardner has his ammunition ready: he argues that accumulating neurological evidence supports MI theory, and cites a study by Harvard Project Zero (of which he is codirector) reporting that schools across the U.S. applying MI theory boast improved student performance and parent participation. Gardner also outlines two of his new educational approaches: "individually configured education," tailored to individual differences, and "Teaching for Understanding," designed to assess students' comprehension at each step. He also throws down a gauntlet: "If we ignore the differences [in how people acquire and represent knowledge], we are destined to perpetuate a system that caters to an eliteAtypically those who learn best in a... linguistic or logical-mathematical manner." His book is certain to fuel debate. (Nov..--, we are destined to perpetuate a system that caters to an eliteAtypically those who learn best in a... linguistic or logical-mathematical manner." His book is certain to fuel debate. (Nov.)
Copyright 1999 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title.
If you are a seller for this product, would you like to suggest updates through seller support?
Top Customer Reviews
Gardner defines intelligence as "...a biophysiological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture" (p. 33). He had held these 8.5 "candidate faculties" up against eight criteria derived from biological sciences, logical analysis, developmental psychology, and traditional psychological research (p. 35). He accepted as intelligences those faculties that met the criteria. While I find the criteria to be essential background to MI theory and important evidence upon which Gardner bases his theory, this is not what is important about this book.
What is important is that Intelligence Reframed provides an understandable overview of the various historical views of intelligence, including the first IQ tests; discussion of the seven original intelligences identified by the author; the so-called "new" intelligence candidates: spiritual, existential, and naturalist (people with an in-depth understanding of the live environment); contemplation of the possibility of including moral intelligence; and authentic uses for MI theory.
While discussing the abstract realm of spirituality, Gardner seems to work out on paper his hesitation to identify spiritual intelligence as a full intelligence. He concludes that existential intelligence, held up to his eight criteria, better fits the bill of human intelligence than does spiritual intelligence. He gets tripped up on the seemingly fluid terms he uses to describe spiritual intelligence, such as religion, mysticism, transcendent, feeling, gift, and higher truth. According to Gardner, those who possess existential intelligence are concerned with questions regarding the human condition such as the meaning of life, love, and death. He is more comfortable with this relatively concrete term, "existential," than with the term "spiritual." The author subsequently meanders into the realm of possibly identifying a moral intelligence, finally deciding that it does not fit the definition of intelligence, but it is rather a kind of person one develops into.
As I read Gardner's book, I felt as though I was privy to the inner-workings of his mind, beginning with his overview and explanations of each of the intelligences, and his arguments for and against spiritual, existential, and moral intelligences. A chapter of questions and answers allowed me to see even deeper into the author's contemplation on the subject of MI theory. He brings it all to an authentic conclusion as his final chapters discuss putting MI theory to work in the classroom, with an emphasis on individually configured education and curricula designed for in-depth understanding rather than for memorization of a myriad of facts. Gardner discusses assessment of MI through observation and simulations - in other words, assessing students as they do things - rather than, for example, multiple-choice testing. In addition, Gardner considers the benefits of MI theory in the business world and in museums (especially children's museums and art museums).
As a future teacher, I am reminded by Gardner of the importance of knowing my students and recognizing their various intelligences. However, I cannot stop there. Once I have such knowledge of my students, I must make use of it as I develop my curricula, my methods of teaching, and the ways in which I assess for understanding. MI theory goes hand-in-hand with social and emotional learning. In order to understand students' social and emotional development, one must recognize them as individuals with varied family, religious, and cultural backgrounds. We must also add to that list the various intelligences that children bring to the classroom. It is our job as teachers to have tools available to recognize and understand these differences, and to respect the diversity of backgrounds and intelligences that exist within each and every child. Gardner's Intelligence Reframed is an informative addition to every teacher's toolbox.