A Review of Multiple Intelligences Education Programs of Interpersonal Intelligence

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Ryue, Sook-hee; Moon, Yong-lin
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서울대학교 교육종합연구원
SNU Journal of Education Research, Vol.11, pp. 163-186
multiple intelligences education programinterpersonal intelligence program
Since Howard Gardner's introduction of multiple intelligences (MI), a variety of

education programs based on MI have been developed and implemented. The programs

have a wide spectrum of aims, content, methods of instruction, testing and, evaluation. A review of those programs of interpersonal intelligence of MI was felt necessary in order to have clearer ideas about our position in applying multiple intelligences to education.

The review was undertaken following the steps of why, what, when, where, who, and

how in regards to the characteristics of the MI programs examined. The results are as

follows. The objectives of educational programs of MI can be divided into two categories: Firstly, to improve the quality of teaching subject matters through or by using MI. Secondly, to improve and develop MI itself. The contents of the reviewed programs were focused either on the roles (or end-state) or the components of the interpersonal intelligence domain. Some programs used both as contents for teaching. For the better MI program, the symbol system in that domain should be considered as the content. The environment in which the programs were conducted was mostly in ordinary classrooms equipped with MI materials or MI-specific learning centers. The effects of the programs were generally better when the students were younger. The methods of instruction used in the programs focused either on providing experiences or direct teaching/training of MI using intellectual strengths. The roles of teachers of the program were mostly those of evaluators, observers or facilitators.

In conclusion, the educational programs of MI reviewed here have shown a remarkable

progress in both the extent and quality over a comparatively short period. However, it

is worth mentioning that the programs should entail clearer and more idiosyncratic

identity: They should differ from the educational programs of IQ, creativity, morality, Emotional Intelligence, or simply academic improvement. This means that the programs seem to be not entirely faithful to the authentic theory of MI and that they should henceforth seek to apply more closely authenticity of MI theory which underpin multiple intelligences.
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College of Education (사범대학)Center for Educational Research (교육종합연구원)SNU Journal of Education ResearchSNU Journal of Education Research vol.11 (2001)
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