posted November 12, 2006 04:12 PM            

Dr. Howard Gardner has proposed that there are eight different modalities of intelligence.

Linguistic intelligence("word smart")

Logical-mathematical intelligence("number/reasoning smart")

Spatial intelligence("picture smart")

Bodily-kinesthetic intelligence("body smart")

Musical intelligence("music smart")

Interpersonal intelligence("people smart")

Intrapersonal intelligence("self smart")

Naturalist intelligence("nature smart")

posted November 12, 2006 05:05 PM              

Interesting last post in this thread you did. I knew there were many different "intelligences" but I never saw a bunch of them listed out before. Do you have any further descriptions of the Intelligences"? I'm keenly interested on the Musical inteeligence one.

Thanks.....Have an awesome day

posted November 12, 2006 05:20 PM            

EIGHT INTELLIGENCES

Gardner defines intelligence as "the capacity to solve problems or to fashion products that are valued in one or more cultural setting" (Gardner & Hatch, 1989). Using biological as well as cultural research, he formulated a list of seven intelligences. This new outlook on intelligence differs greatly from the traditional view which usually recognizes only two intelligences, verbal and computational. The eight intelligences Gardner defines are:

Logical-Mathematical Intelligence--consists of the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.

Linguistic Intelligence--involves having a mastery of language. This intelligence includes the ability to effectively manipulate language to express oneself rhetorically or poetically. It also allows one to use language as a means to remember information.

Spatial Intelligence--gives one the ability to manipulate and create mental images in order to solve problems. This intelligence is not limited to visual domains--Gardner notes that spatial intelligence is also formed in blind children.

Musical Intelligence--encompasses the capability to recognize and compose musical pitches, tones, and rhythms. (Auditory functions are required for a person to develop this intelligence in relation to pitch and tone, but it is not needed for the knowledge of rhythm.)

Bodily-Kinesthetic Intelligence--is the ability to use one's mental abilities to coordinate one's own bodily movements. This intelligence challenges the popular belief that mental and physical activity are unrelated.

The Personal Intelligences--includes interpersonal feelings and intentions of others--and intrapersonal intelligence--the ability to understand one's own feelings and motivations. These two intelligences are separate from each other. Nevertheless, because of their close association in most cultures, they are often linked together.

Naturalist intelligence designates the human ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations).

Although the intelligences are anatomically separated from each other, Gardner claims that the eight intelligences very rarely operate independently. Rather, the intelligences are used concurrently and typically complement each other as individuals develop skills or solve problems. For example, a dancer can excel in his art only if he has

1. strong musical intelligence to understand the rhythm and variations of the music,
2. interpersonal intelligence to understand how he can inspire or emotionally move his audience through his movements, as well as
3. bodily-kinesthetic intelligence to provide him with the agility and coordination to complete the movements successfully.

BASIS FOR INTELLIGENCE

Gardner argues that there is both a biological and cultural basis for the multiple intelligences. Neurobiological research indicates that learning is an outcome of the modifications in the synaptic connections between cells. Primary elements of different types of learning are found in particular areas of the brain where corresponding transformations have occurred. Thus, various types of learning results in synaptic connections in different areas of the brain. For example, injury to the Broca's area of the brain will result in the loss of one's ability to verbally communicate using proper syntax. Nevertheless, this injury will not remove the patient's understanding of correct grammar and word usage.

In addition to biology, Gardner (1983) argues that culture also plays a large role in the development of the intelligences. All societies value different types of intelligences. The cultural value placed upon the ability to perform certain tasks provides the motivation to become skilled in those areas. Thus, while particular intelligences might be highly evolved in many people of one culture, those same intelligences might not be as developed in the individuals of another.

USING MULTIPLE INTELLIGENCES IN THE CLASSROOM

Accepting Gardner's Theory of Multiple Intelligences has several implications for teachers in terms of classroom instruction. The theory states that all seven intelligences are needed to productively function in society. Teachers, therefore, should think of all intelligences as equally important. This is in great contrast to traditional education systems which typically place a strong emphasis on the development and use of verbal and mathematical intelligences. Thus, the Theory of Multiple Intelligences implies that educators should recognize and teach to a broader range of talents and skills.

Another implication is that teachers should structure the presentation of material in a style which engages most or all of the intelligences. For example, when teaching about the revolutionary war, a teacher can show students battle maps, play revolutionary war songs, organize a role play of the signing of the Declaration of Independence, and have the students read a novel about life during that period. This kind of presentation not only excites students about learning, but it also allows a teacher to reinforce the same material in a variety of ways. By activating a wide assortment of intelligences, teaching in this manner can facilitate a deeper understanding of the subject material.

Everyone is born possessing the seven intelligences. Nevertheless, all students will come into the classroom with different sets of developed intelligences. This means that each child will have his own unique set of intellectual strengths and weaknesses. These sets determine how easy (or difficult) it is for a student to learn information when it is presented in a particular manner. This is commonly referred to as a learning style. Many learning styles can be found within one classroom. Therefore, it is impossible, as well as impractical, for a teacher to accommodate every lesson to all of the learning styles found within the classroom. Nevertheless the teacher can show students how to use their more developed intelligences to assist in the understanding of a subject which normally employs their weaker intelligences (Lazear, 1992). For example, the teacher can suggest that an especially musically intelligent child learn about the revolutionary war by making up a song about what happened.

TOWARDS A MORE AUTHENTIC ASSESSMENT

As the education system has stressed the importance of developing mathematical and linguistic intelligences, it often bases student success only on the measured skills in those two intelligences. Supporters of Gardner's Theory of Multiple Intelligences believe that this emphasis is unfair. Children whose musical intelligences are highly developed, for example, may be overlooked for gifted programs or may be placed in a special education class because they do not have the required math or language scores. Teachers must seek to assess their students' learning in ways which will give an accurate overview of the their strengths and weaknesses.

As children do not learn in the same way, they cannot be assessed in a uniform fashion. Therefore, it is important that a teacher create an "intelligence profiles" for each student. Knowing how each student learns will allow the teacher to properly assess the child's progress (Lazear, 1992). This individualized evaluation practice will allow a teacher to make more informed decisions on what to teach and how to present information.

Traditional tests (e.g., multiple choice, short answer, essay...) require students to show their knowledge in a predetermined manner. Supporters of Gardner's theory claim that a better approach to assessment is to allow students to explain the material in their own ways using the different intelligences. Preferred assessment methods include student portfolios, independent projects, student journals, and assigning creative tasks. An excellent source for a more in-depth discussion on these different evaluation practices is Lazear (1992).

CONCLUSION

Schools have often sought to help students develop a sense of accomplishment and self-confidence. Gardner's Theory of Multiple Intelligences provides a theoretical foundation for recognizing the different abilities and talents of students. This theory acknowledges that while all students may not be verbally or mathematically gifted, children may have an expertise in other areas, such as music, spatial relations, or interpersonal knowledge. Approaching and assessing learning in this manner allows a wider range of students to successfully participate in classroom learning.

http://pareonline.net/getvn.asp?v=5&n=10
http://www.focusonyourchild.com/learning/art1/A0000145.html
http://www.newhorizons.org/strategies/mi/dickinson_mi.html
http://www.infed.org/thinkers/gardner.htm#appeal

posted November 12, 2006 05:53 PM            

I have strengths as a creative writer including stories,poetry. I have a strong longterm memory for music,tunes. That musical memory helps me write lyrical poetry.

I am a very good dancer because I am very sensitive to music and really tune into the vibrations of the music.I let the beat control my body. Music is very mindaltering to me. I am also very good dancer because I am very flexible and seem to be "double-jointed". I can easily twist,contort my body.

I am a very good at massage because I have a very sensitive sense of touch(my hands are soft). I can intuitively adjust the amount of pressure as well as feel problem spots in people's bodies. I have 720 hr massage therapy certificate. I did much better on practical exams than on written exams.

I was also a very fast runner with very fast reflexes which could be related to my high reactivity to external stimuli because I tend to be very hypervigilant. This helped in track and football(I sucked at catching because of poor eye hand coordination) I have long muscular legs in proporition to my height.

I am physically strong person. I can hit hard. I can hit a ball far. I have a lot of power in my arm...maybe it's my great intensity. But I am not a good ball player because my poor eye hand coordination make it difficult to play most sports.

I was an excellent swimmer since 3 years old.I learned to swim in only a week. My stepfather threw me in the pool,and I swam to my stepsisters. I was swimming every spring/summer until 13 yrs old. We lived in apartments that had swimming pool.

I am also very perceptive of social,emotional cues. I can easily understand facial expressions,gestures,tones of voice. My mother told me that when I was a baby,she would give me a look when I was doing something wrong,and I would stop dead in my tracks. I can be very hypersensitive to emotional,social cues. You talk to me in a mean tone,I can get angry. You get up close to me with angry look, I will feel threatened and get ready to fight to defend myself. If you touch me and you're angry,I will be very angry. I can easily express my feelings through facial expressions,gestures,and tones of voice. I am very demonstrative in expressing my emotions. I can definitely do that when writing letters and poetry.

I am very aware and effected by subtleties in my environment just like the highly sensitive person I am.

I am also good at drawing and painting. I had made one painting in 2002,and everybody thought it was a very good painting including my mother who is very artistic. That was my first and only painting. I wasn't exposed to real painting in school,and so I didn't develop interest in it. I remember fingerpainting when I was in special education. I drew a lot as a child..heck..even cut stuff out and made paper dolls as child.

I am very good at Astrology especially in psychological type of Astrology..especially in synthesis. I have a very good understanding of psychology. I like to know what makes people tick.
I grew up reading,understanding mythology easily as a child. That ultimately helped me understand Astrology.

The main thing about me is that the longer the time something that I learn and the older the information,the better I learn and understand it. The shorter the time something that I learn and the newer the information,the worse I learn and understand it. That was confirmed in my neuropsychological testing.

Many people with learning disabilities have bad short term memories,but good long term memories,and I am one of them.

posted November 12, 2006 06:03 PM              

Very interesting read. I am a highly sensitive person myself and appreciate this quality in others. I too am good at astrology - well since I was small I wanted to understand others more - the psychology end of it....

posted November 12, 2006 06:09 PM            

My point was that there are many strengths that people have that aren't measured by IQ tests. Learning disabled,autistic,AD/HD people have hard to pinned down mind,intelligence. Give them an IQ test that measure nonverbal abstract thinking like the Raven's Progressive Matrices test,and they can excel. They naturally don't fit in any box. The same with highly sensitive people.

If you find you are a highly sensitive person, or your child is, then you need to be aware of the following points:

* This trait is normal--it is inherited by 15 to 20% of the population, and indeed the same percentage seems to be present in all higher animals.
* Being an HSP means your nervous system is more sensitive to subtleties. Your sight, hearing, and sense of smell are not necessarily keener (although they may be). But your brain processes information and reflects on it more deeply.
* Being an HSP also means, necessarily, that you are more easily overstimulated, stressed out, overwhelmed.
* This trait is not something new I discovered--it has been mislabeled as shyness (not an inherited trait), introversion (30% of HSPs are actually extraverts), inhibitedness, fearfulness, and the like. HSPs can be these, but none of these are the fundamental trait they have inherited.
* The reason for these negative misnomers and general lack of research on the subject is that in this culture being tough and outgoing is the preferred or ideal personality--not high sensitivity. (Therefore in the past the research focus has been on sensitivity's potential negative impact on sociability and boldness, not the phenomenon itself or its purpose.) This cultural bias affects HSPs as much as their trait affects them, as I am sure you realize. Even those who loved you probably told you, "don't be so sensitive," making you feel abnormal when in fact you could do nothing about it and it is not abnormal at all.

http://www.hsperson.com/

There are definitely many types of intelligences.

posted November 12, 2006 06:28 PM              

I even go to this one HSP messageboard on the net - site is run by a Man in Toronto.

Actually lately I've been spreading knowledge about HSP in my city.....

ID

posted November 12, 2006 06:39 PM            

I bought all of Dr. Arons books for highly sensitive people. I also bought the last book that you mentioned,but I lost it.

posted November 12, 2006 06:45 PM              

My Naturopathic Doctor is a HSP and recommends the books. Wonderful woman she is. As time goes one, I meet more HSPs out there. It's nice to know that there are people out there simualr to myself.

posted November 13, 2006 08:47 AM            

Saturn in 3rd can be good for disciplined,structured,practical,logical mind which fits traditional education that includes auditory sequential teaching methods.

posted November 13, 2006 09:30 AM            

You are serious-minded and may have difficulty making light social conversation or participating in friendly, personal interchanges.

You try to be strictly accurate and are critical of people who exaggerate or talk on subjects they really know little about. You withhold your thoughts and opinions until you have thought everything through quite thoroughly, and sometimes your silence discomforts others.

Your mental concentration is very good but your breadth of understanding may not be.

I have something similar...Saturn in Gemini in 9th house.

SATURN IN GEMINI
You doubt your own intelligence and mental capacities, and you may work very hard at studies in order to compensate for this. You are often overly serious and disinterested in light or superficial conversation. Spontaneous communication, social give-and-take, and making small talk are likely to be difficult for you.

SATURN IN 9TH
Your attitude toward religion, philosophy, and politics is very conservative and possibly narrow or rigid. On the one hand, you may believe in nothing that is speculative or intangible, requiring proof for any idea presented to you. Each idea is thoroughly and systematically examined. On the other hand, you may tenaciously cling to your grand philosophical or metaphysical beliefs and opinions, refusing to modify them or to be open and receptive to others' insights and perspectives.

Your overall outlook on life is serious, and you may feel that life or God will punish you if you do not watch your step!

I can't relate to Saturn in 9th that much because it's modified by opposition with Jupiter and Neptune in Sagittarius in 3rd. I can be very skeptical,and I was an atheist for 2 years. I do thoroughly and systematically examine stuff before I believe in anything and that included Astrology which I was skeptical of until Summer of 1998. My outlook on life is very serious,and I do feel that I could be punished if I don't watch myself. I believe in karmic laws.

JUPITER IN SAGITTARIUS
Your strength lies in your ability to see the whole, rather than only the parts which compose it. You have a deep need to explore the world and to develop your own philosophy of life and sense of personal meaning. You vacillate between being open-minded and tolerant of differing views, and being dogmatic or overly zealous about your own viewpoint.

JUPITER OPPOSE SATURN
You tend to seesaw between hope, optimism, and faith versus doubt and oppression by limitations and practical realities. You need to overcome impatience and restlessness in order to achieve your dreams and desires for a better life.

JUPITER IN 3RD
You have a great love of learning and an eager, curious, active mind which impels you to travel and see as much of the world as possible. You read widely, and may excel academically. You love being in a teacher-student relationship and may stay in school for many years, prolonging your studies for as long as possible! You also communicate well and would be an effective, inspiring teacher.

Public relations or any field involving communications and sharing information also suits you very well.

SATURN OPPOSE NEPTUNE
A conflict between your spiritual needs and ideals versus material desires or limitations of the "real world" will be one of your challenges. It may be hard for you to sort out your true values, especially when you are enmeshed in the demands of mundane life. Times of retreat, isolation, meditation and prayer, and voluntary simplicity can be helpful to you in this regard. Finding inner strength through spirituality and attunement to a higher source is ultimately the answer for you.

NEPTUNE IN SAGITTARIUS
You are part of a 14 year group of people that are extremely idealistic and farsighted in their dreams. Your age group is very liberal and expansive in outlook, and consequently churches become much more flexible and more eclectic in their approach during your life time. Religions that do not adapt to the broad-minded attitude of your age group simply are unable to attract very much interest and involvement from you.

A great deal of metaphysical musing and speculation is evident in your age group, and there is a very strong interest in all manner of psychic phenomena, UFO's, prophecy, etc. This interest will open many new doors and insights, but will also often lead to a great deal of fantasizing and speculation that is taken more seriously than it should be.

NEPTUNE IN 3RD
Daydreaming, lack of concentration, and inattention to your surroundings can be problems for you. Your mind tends to wander unless you are using it in an imaginative, creative way. Dry facts and cold logic hold no appeal for you, and unless a subject has a colorful or personally inspiring element, you won't stick with it for long. You have a sensitive, intuitive bent.

posted November 13, 2006 10:34 AM            

Maurice Fernandez said that Mercury-Uranus can definitely give that edge of brilliance but as a rule NEVER take it absolute. He said that some retarded have Mercury Uranus. He said there is always a flip side to the manifestation.

He said the same thing with Mercury/Neptune. He said that it can be incredible genius, but also decribe people who write one sentence with 5 spelling mistakes.

I agreed with him about Mercury/Neptune. As you know, I have that signature. If it wasn't for special education, I wouldn't even be communicating clearly in any way.

posted November 13, 2006 11:18 AM              

Personally, I do not consider most "mental illness" to be illness, it is just a working of the brain that the majority populace have not comprehended yet.

posted November 13, 2006 11:33 AM            

Discussion on declinations would be fine.

hey..I wouldn't mind if you come chat with me some time.

I usually chat in #horoscopes on Undernet server on irc(internet relay channel). I am an operator there.

My nickname is Glaucus there too.

I extend that invitation to anybody else that is serious about Astrology.

posted November 13, 2006 10:22 PM              

Saturn conj Jupiter in Libra in 3rd

Moon in Gemini in 11th

Merc conj Mars in Aquarius in 7th

And u can guess all these planets form trines to each other. So I have grand trine(s) all in air signs.

I consider myself intelligent though not brilliant. I hv a witty sense of humor, good language skills, good at maths, like to go to the depth of any subject, and once i have understood it, i have excellent retention. However, I waste too much time just 'thinking' ie procrastinating.

posted November 14, 2006 01:37 AM              

Uranus trine Pisces Jupiter in the 7th.

Uranus squares Leo Moon in the 12th. Bad enough I have a Fire Moon in the 12th... add that intelligence growth, and I might actually succeed in expressing my emotion this liftime! Yippee!!

North Node Sag in the 4th, makes that South Node Gemini.