UDC 378.147.091.33
DOI:https://doi.org/10.59694/ped_sciences.2023.04.148
COMMEMORATING THE 40TH ANNIVERSARY OF THE BIRTH OF HOWARD GARDNER’S THEORY OF MULTIPLE INTELLIGENCES VIA RESEARCH OF HIS APPROACH ON DIFFERENT LEVELS OF EDUCATION SYSTEMS IN THE CARPATHIAN BASIN
DEZSŐ Renáta Anna
PhD, Dr. Habil in Education Sciences, head of the international programme
«Pedagogy Ba (Intercultural Educational Assistant)»
Institute of Education Sciences, Faculty of Humanities and Social Sciences, University of Pécs, Hungary
ORCID: https://orcid.org/ 0000-0003-0814-4343
ÁBRAHÁM Gréta
PhD Candidate in Education Sciences,
«School and Society» Doctoral School of Education Sciences, Faculty
of Humanities and Social Sciences, University of Pécs, Hungary
ORCID: https://orcid.org/ 0009-0000-5635-2900
KOLIP Heléna
PhD Candidate in Education Sciences,
«School and Society» Doctoral School of Education Sciences, Faculty
of Humanities and Social Sciences, University of Pécs, Hungary
ORCID: https://orcid.org/ 0000-0002-8688-8156
SCHMIDT Barbara
PhD in Education Sciences
Family and Child Well-Being Service and Centre, Dabas, Hungary
ORCID: https://orcid.org/ 0009-0007-0217-7159
Abstract:
Individual and social well-being is a priority of the OECD 2030 Learning Compass aiming at contributing to generally more livable societies. One of the thought leaders of this international professional innitiative and guidelines is Howard Gardner, the father of the theory of multiple intelligences (MI). This approach implies that human intelligence should be differentiated into modalities, rather than be accepted as a general ability. The present publication aims at commemorating the 40th birth anniversary of MI theory, illustrating different ways of its possible educational implications in the Carpathian Basin, that have been carried out in the past fifteen years by a team of researchers lead by Dezső and attached to the doctoral school in education sciences at the Faculty of Hunmanities and Social Sciences of the University of Pecs, Hungary. The teams’ professional results contain edited compilations of lesson plans, and thematic projects using Gardner’s theory, testbook analysis from adequate aspects, and relevant research on coopretion between pre-service teacher education and schools with socially disadvantaged pupils. One of the most longitudinal researches of the field is Schmidt’s development focusing on pre-scool education. Her work is built on one of the US «Project Zero» Project Spectrum methods, and is called EIDW (Everybody is Intelligent in Different Ways). Schmidt adopted games and activities in different locations in the Carpathian Basin and observed different children’s intelligence profiles as well as those of their educators’. Abraham and Kolip’s researches are in their emerging stage. Whereas Abraham has investigated possible manifestations of inter-, and intrapersonal intelligences in a Vojvodinan kindergarten, as part of MI, aiming at illustrating how socialization in the education system affects these components of children’s personalities, Kolip has focused on even younger children and their educators concerning these areas in a South-Transdanubian village nursery. Although the participants of the research team have issued their findings several times, this is the first publication their work is presented as a common achievement.
Keywords: the theory of multiple intelligences, individual and social well-being, educational development, professional cooperation.
References:
Ábrahám, G. (2022). Examining Gardner’s interpersonal and intrapersonal intelligences in the light of the continental education system. In R. Kattein-Pornói & J. Mrázik & M. Pogátsnik (Eds.). Tanuló társadalom: Oktatáskutatás járvány idején [Learning Society: Educational research during the Pandemic] (pp. 685–697). Budapest – Debrecen: HERA URL: http://hera.org.hu/wp-content/uploads/2022/05/HERA_Evkonyvek_IX_bc.pdf
Ábrahám, G. (2023). Analysis of the examination methods of Gardner’s intelligences in the digital environment. In C. Mafalda (Ed.) Education and New Development. Volume 2 (pp. 444–448) Lisboa: Science Press URL: https://end-educationconference.o r g / w p - c o n t e n t / u p l o a d s / 2 0 2 3 / 0 6 /Education-and-New-Developments_2023_Vol_II.pdf
AERA American Educational Research Association. https://www.aera.net/About-AERA/Awards/Distinguished-Contributions-to-Research-in-Education-Award (accessed 08 08 23)
Armstrong, T. (1994/2000/2009/2017). Multiple Intelligences in the Classroom. Alexandria, VA: ASCD
Babbie, E. (2004). The Practice of Social Research. Belmont, CA: Wadsworth Publishing Company.
Chen, J-Q. & Moran, S. & Gardner, H. (Eds.). (2009). Multiple Intelligeces Aound the World. Hoboken, N. J: Jossey-Bass
Creswell, J. W. (2012). Educational research: Planning, conducting andevaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson Education
Dezső, R. A. (2022). Multiple Critiques as Prerequisits of Applying Gardner’s MI Theory in Educational Settings. In Radsic, J. et. al. (Eds.). Diversity And Interdisciplinarity In The Field Of Learning And Instruction. Book Of Abstracts (36). Belgrade: The University of Belgrade. URL https://drive.google.com/fi le/d/1HYX73gd03Lk1SgrPZPcqwJw0wo1AYCiG/view
Dezső, R. A. (2014) May Each Learn. Hungarian Educational Research Journal 4 (2), 63-73. DOI: 10.14413/herj.2014.02.06.
Dezső, R. A. & (Sándor-)Schmidt, B. (2021). Closing the achievement gap by activating Gardner’s multiple intelligences at various levels of education in the Carpathian Basin. In: Sz. Fodor & Cs. Fuszek (Eds.) Book of Abstracts for the 2nd Thematic ECHA Conference. (pp. 36-37.). Budapest: Association of Hungarian Talent Support Organisations URL: https://echa2021budapest.org/wp-content/uploads/2021/07/ECHA_Abstract_book_2021.pdf
Dezső, R. A. (2015). The Relationships among Plural Intelligence Models, Learning-centred Pedagogical Approaches, and Inclusiveness. In: F. Arató & A. Varga (Eds.). Inclusive University: How to increase academic excellence focusing on the aspects of inclusion. (pp. 75-88.). Pécs: The University of Pécs. URL: https://pea.lib.pte.hu/bitstream/handle/pea/23838/arato-f-varga-a-inclusive-university-univpecs-2015.pdf?sequence=1&isAllowed=y
Ekman P. & Friesen W. (1978). Facial Action Coding System: A Technique for the Measurement of Facial Movement. Palo Alto: Consulting Psychologists Press.
Gardner, H. (2020). A Synthetising Mind. Cambridge, MA: MIT Press.
Gardner, H. & Feldman, D. H. & Kechevsky, M. (1998). Building on Children’s Strengths: The Experience of Project Spectrum (Project Zero Frameworks for Early Childhood Education). New York: Teachers College Press
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.
Gardner, H. (2006). Multiplle Approaches to Understanding. In K. Illeris (Ed.). Contemporary Theories of Learning (pp. 69-89). London – New York: Routledge.
Gardner, H. (2016): Multiple Intelligences: prelude, theory, and aftermath. In R. J. Sternberg & S. T. Fiske & D. J. Foss (Eds.). Scientists making a difference (pp. 167–170). Cambridge: Cambridge University Press.
Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. A Reader. New York: Basic Books.
Kincheloe, J. L. (Ed.) (2004). Multiple Intelligences Reconsidered. New York: Peter Lang.
Kornhaber, M. & Fierros, E. & Veenema, S. (Eds.). (2004). Multiple intelligences: best ideas from research and practice. Boston: Pearson
Kornhauber, M. & Winner, E. (Eds). Mind, Work, and Life: A Festschrift on the Occasion of Howard Gardner’s 70th Birthday. Volumes I –II. Cambridge, MA: The Offi ces of Howard Gardner
Krechevsky, M. & Gardner, H. (1990). The emergence in nurturance of multiple intelligences: The Project Spectrum approach. In M. J. A. Howe (Ed.). Encouraging the Development of Exceptional Skills and Talent. (pp. 222–245.). London: British Psychological Society
(Endrődi-)Kolip, H. (2022). Tracing multiple intelligences in nursery education. In R. Kattein-Pornói & J. Mrázik & M. Pogátsnik (Eds.). Tanuló társadalom: Oktatáskutatás járvány idején [Learning Society: Educational research during the Pandemic] (pp. 698–708.). URL: http://hera.org.hu/wp-content/uploads/2022/05/HERA_Evkonyvek_IX_bc.pdf
Nikolopoulu, K. & Gialams, V. & Batsouta, M. (2010). Young Children’s Access to and use of ICT at home. Review of Scienece, Mathematics and ICT in Education 4 (1), 25–40 URL: https://www.researchgate.net/publication/46122880_Young_children’s_access_to_and_use_of_ICT_at_home
OECD 2019: The OECD Learning Compass 2030 https://www.oecd.org/education/2030-project/teaching-and-learning/learning/ (accessed 02 04 23)
Plutchik, R. & Kellerman, H. (Eds.). (1980). Theories of Emotion. New York: Academic Press.
Schaler, J. (Ed.) (2006). Howard Gardner under Fire. Chicago – La Salle, Illinois: Open Court.
(Sándor-)Schmidt, B. (2015). An Alternative Method for the Mobilization and the Exploration of Preschool Children’s Intelligences. In M. B. Andonov (Ed.) Contexts: Third International Interdisciplinary Conference for Young Scholard in Social Science and Humanities. (p. 9.). Novi Sad: The University of Novi Sad
