Multiple Intelligences Theory

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Your Library

Long Island Library Resources Council (LILRC)

Friday, May 21, 2010

Speaker: Nomi Naeem

Brooklyn Public Library

Professor of Cognition and Education at the Harvard

Wanted to become a lawyer before he  met Jerome Bruner and his teacher Swiss psychologist Jean Piaget, he  and switched to studying cognitive development

Meeting neurologist Norman Geschwind immediately transformed him into a student of neuropsychology

For twenty years he became part of  Boston Universities Aphasia Research Center to study stroke victims.

Facts of brain damage resolve the debate  about independence of  faculties of mind, and modular nature  of human brain

He holds unofficial record of auditing  the highest number of courses in social sciences and humanities along with his formal studies in cognitive science and education at Harvard 

Examined human cognition through a number of discrete disciplinary lenses

Pondered about the skills and capacities of  artists at the time when being a good scientist was considered   pinnacle of human development

Worked with gifted children and observed that strength in one area of performance simply does not predict any comparable strengths in other areas 

The Bell Curve view of intelligence (Murray & Herrnstein)

Intelligence is a single entityIndependent of content or contextOne is born with a certain amount of intelligence Difficult to alter—its in our genesIt is capable of ranking people in linear hierarchical orderIt can be described as a single numberIntelligence can be measured by short-answer tests such as:▪ Stanford-Binet Intelligence Quotient▪ Scholastic Aptitude Test

Gardner considers this view of intelligence extremely narrow

This view does not do justice to the complexity of the human mind and brain, and their cultural interactions

Basis his ideas in the past 100 years of research in anthropology, psychology and biology

Proposes intelligence as a Pluralistic construct as opposed to Monolithic

1. Potential isolation by brain damage2. Existence of savants, prodigies, and other exceptional individuals3. An identifiable set of information-processing operations which deal

with specific kind of input4. A distinctive developmental history5. An evolutionary history6. Support from experimental and psychological tasks7. Support from psychometric findings8. Susceptibility to encoding from a symbol system

1. Potential isolation by brain damage

Brain lesions selectively impair one intelligence while leaving all other intelligences intact

Lesion in Broca’s area will cause difficulty in speaking, reading and writing but one can still sing, do math, dance, reflect on feelings, and relate to others

Lesion in temporal lobe will affect musical ability

Frontal lobe lesion will affect interpersonal abilities

Existence of savants, prodigies, and other exceptional individuals

Savants demonstrate superior ability in one intelligence while other intelligences might function at low levels

Movie Rain Man: High logico-mathematical intelligence but poor peer relationships, low language functioning

An identifiable set of information-processing operations which deal with specific kind of input

each intelligence has a set of core operations which drive the activities indigenous to that intelligence

in musical intelligence those core operations may include sensitivity to pitch, or ability to discriminate among various rhythmic structures

A distinctive developmental history

Each intelligence based activity has its own developmental trajectoryTime of arisingTime of peakingTime of declining

Music: Mozart was 4 when he began to compose Numerous composers and performers were active well into their 90s Math: Mathematical expertise has a different trajectoryIt doesn’t emerge as early as musical abilityBut it peaks relatively earlyBlaise Pascal, Karl Gauss were well developed by teenagebut past the age of 40, very rarely an original mathematical insight comesBut one can become a successful novelist at the age of 40, 50 or even laterPiaget developed a comprehensive map for logical-mathematical intelligence, but we may need to go to Erik Erikson for a map of personal intelligences or to Noam Chomsky or Lev Vygotsky for developmental models of linguistic intelligence; or we may need to go to Ken Wilber for the developmental map of spiritual intelligence

An evolutionary history

Intelligences meet the test of having their roots deeply embedded in the evolution of human species

There is archeological evidence of early musical instruments

Support from experimental psychological tasks

Subjects can master a specific skill such as reading but fail to transfer that ability to another area such as mathematics

Similarly certain individuals might have a superior memory for words but not for faces

Other might have a acute perception of musical sounds but not of verbal sounds

Each of these cognitive faculties is intelligence-specific

Support from psychometric findings

Standardized measures of human ability provide the evidence of multiple intelligences

Susceptibility to encoding in a symbol system

The ability to symbolize is one of the most important factors separating humans from other species

Each intelligence has its own unique symbol or notational system i.e. phonetic languages, computer languages, ideographic languages, sign languages, musical notational system, social cues (gestures, facial expressions etc), symbols of the self (in dreams and artwork)

Gardner defines intelligence as a “biopsychologicalpotential to process information that can be activated to solve problems or create products that are of value in a given culture.”

It's not how smart you It's not how smart you are,are, it's how you are it's how you are smart!smart!

—Howard Gardner

1. Verbal/Linguistic 2. Visual/Spatial3. Mathematical/ Logical4. Musical5. Interpersonal6. Intrapersonal7. Bodily/ Kinesthetic8. Naturalistic9. Existential

9 kinds of intelligence would allow 9 ways to teach, to represent information, rather than one.

A broad vision of education. All 9 intelligences are needed to live life well. Teachers, therefore, need to attend to all intelligences, not just the first two that have been their tradition concern. 

The theory is an account of human cognition in its fullness. 

The intelligences provide 'a new definition of human nature, cognitively speaking.' 

Human beings possess a basic set of pluralistic intelligences.

People have a unique blend of intelligences. Gardner argues that the big challenge facing the deployment of human resources 'is how to best take advantage of the uniqueness conferred on us as a species exhibiting several intelligences'. 

These intelligences, according to Howard Gardner, are amoral ‐ they can be put to constructive or destructive use.

Some of these capacities may be more developed than others for a wide variety of reasons. 

But we are born with the biological and neurological potential for multiple ways of being intelligent.

Those intelligence areas which are less developed can be activated, enhanced, strengthened with proper content, process and practice.

Information as a concept is found in:Communication theoryCyberneticsComputer sciencePhysicsChemistryBiologyPsychologyLibrary science

In economics, information is perceived as commodity

In the legal environment, information is perceived as property

On the most basic level, a change of mind involves a change of mental representation. 

The more of an individual’s intelligences one can appeal to when making an argument, the more likely one is able to change a person’s mind, and the more minds one is likely to change.

In philosophy, information is perceived as what can be known

In biology, information is encoded in structure of DNA

We are in‐formed by our cultures and experiences

Information is some meaningful message transmitted from source to users. 

In this process information may be stored in information systems  organized for providing a memory in numerical, sound and image forms. 

Information may also be communicated through interpersonal channels. The "source" may be documentary materials, institutions or people.

Information denotes any stimulus that alters cognitive structure in the receiver. (William Paisley)

Individuals are in a constant state of change: as we incorporate new information in our brain, we unconsciously alter our “internal images.” (Allan Pratt)

Brain  processes  once triggered by the right quality and quantity of information, are able to process those  kinds of information peculiar to each intelligence. 

For example in the case of verbal‐linguistic intelligence, information presented via the written or spoken word would be meaningless if it did not stimulate the language centers of the brain such as Broca’s area which is the main language production center of the brain, or Wernicke’s area for language comprehension, and the temporal lobes where language memory is held. 

In the case of visual‐spatial intelligence , we could conceivably receive much visual stimulation , but it would be confusing and perceived as irrelevant if it did not stimulate the parietal  and occipital lobes  in the right hemisphere of the brain. 

The parietal lobes perceive shapes , images, colors, textures, and patterns, whereas the occipital lobes interpret and make sense of those shapes, images, colors, textures and patterns. 

“One can define human intelligence as a neural mechanism or computational system which is generally programmed to be activated or triggered by certain kinds of internally or externally presented information.”

1. Verbal/Linguistic Intelligence: triggered by information conveyed through spoken word, reading,  writing. 

2. Logical/Mathematical Intelligence:  triggered by  information conveyed through numbers, quantities,  geometric designs

3. Musical /Rhythmic Intelligence:  triggered by  information conveyed  through tones, resonance, beats, vibrationalpatterns, timbre, pitch, rhythms,  and all types of sound

4. Bodily/Kinesthetic Intelligence:  triggered by information conveyed through physical movements, dance, gesture, body language, facial expressions, postures (Hatha Yoga)

5. Visual/Spatial Intelligence:   triggered by  information conveyed through shapes, images, patterns, designs, color, texture, pictures, visual symbols

6. Naturalist Intelligence:  triggered by  flora, fauna,  rocks, clouds, external and internal sensory experiences of the natural world

7. Intrapersonal Intelligence:  triggered by information conveyed through introspection, feelings, intuitions, internal  conscious and unconscious thought processes

8. Interpersonal Intelligence: triggered by information conveyed through meaningful human relationships, encounters and interactions with  other people

9. Existential Intelligence: triggered by questions about life, death, truth, goodness, beauty, intelligence, consciousness, cosmos, and  other ultimate realities.

These intelligences are located in different areas of the brain and can either work independently or together

DIVISION OF LABOR TWO HEMISPHERES

Two halves of the brain carry out distinct mental activities and are designed to process different symbol systems

Left hemisphere deals with digital types of symbols like numbers and words

Right hemisphere  deals with more holistic or analog  types of symbols—like those embodied in painting, sculpture, dance, and other artistic realms.

DIVISION OF LABOR TWO HEMISPHERES

Certain artists who had become aphasic ‐‐the composer Maurice Ravel‐‐who lost the ability to speak  or compose but could still perform certain of his own pieces and also point out flaws in in the performances of others 

Neural networks in the brain act as  self‐organizing information systems.What is perceived as information, depends upon which neural networks are activated by different types of stimuli 

1. Verbal/Linguistic 2. Visual/Spatial3. Mathematical/ Logical4. Musical5. Interpersonal6. Intrapersonal7. Bodily/ Kinesthetic8. Naturalistic9. Existential

Verbal/Linguistic Intelligence (Left temporal and frontal lobes)Logical/Mathematical (Left parietal lobes and the temporal and occipital association areas contiguous to them)Visual/Spatial (posterior regions of the right hemisphere)Bodily/Kinesthetic (Cerebellum, basal ganglia, motor cortex)Musical (Right temporal lobe)Interpersonal (Frontal lobes, temporal lobes, limbic system)Intrapersonal (Frontal lobes, perietal lobes, limbic system)

At microscopic level it’s the synapses and neurons accomplishing cognitive feats like composing a melody or  solving an equation 

Brain communicates information through electrochemical processes which that take place between synapses

human mind is quite modular in design.

Separate psycho-biological processes are involved in dealing with linguistic, numerical, pictorial, gestural, and other kinds of symbol systems

Individuals may be precocious with one form of symbol use, without any necessary carryover to other forms

One form of symbol use may become seriously compromised under conditions of brain damage, without correlative depreciation of other symbolic capacities

Brian Processes are better viewed as geared towards specificities of various stimuli, i.e. to particular contents

Faculties like memory, thinking do not operate equivalently across all kinds of content

On close inspection, notion of single unitary memory falls apart, as does the notion of single unitary intelligenceEvidence in neuropsychology suggests that there are different kinds of memory

Semantic memoryEpisodic memoryProcedural memoryPropositional memory

These memories reflect different psychological processes and are served by different neural centersMemory for language can be separated from memory for music, shapes, faces, bodily movements, and so on.

Gardner  similarly suggests that there is no such thing as across‐the‐board capacity for critical thinking

Particular domains entail their own specific forms of thinking and critique

Musicians, historians, choreographers, computer programmers, literary critics all use critical thinking but the kind of thinking required to analyze a figure is different from that involved in categorizing different species, or editing a poem or debugging a computer program or creating a new dance

Logical/ Mathematical Intelligence

Albert Einstein

Skilled with numbers & reasoning

“The Questioner”

GOOD AT: deduction, logic, critique, pattern finding, computation.LEARN BEST FROM: scientific method, critical thinking, concept attainment, jurisprudential models…EXEMPLARS: Marie Curie, Albert Einstein, Melville Dewey, Ranganathan, Charles CutterQ: How can I bring in numbers, calculations, logic, classifications or critical thinking skills into my library?

Verbal/Linguistic Intelligence

Toni Morrison

Skilled with words

“The Word Player”

GOOD AT: Reading, writing, storytelling, debating, persuading, listening, negotiating.LEARN BEST FROM: reading, writing, lecturing, discussing, learning…EXEMPLARS: Shakespeare, Toni Morrison, Maya Angelou, Arundhati Roy, T. S. Eliot.Q:  How can I use the spoken or written work in my library?

Interpersonal Intelligence

Skills of social understanding

“The Socializer” Oprah WinfreyOprah Winfrey

GOOD AT: assessing & responding to mental & emotional states of others.LEARN BEST FROM: cooperative learning, peer coaching, mentoring…EXEMPLARS: Dale Carnegie, Jimmy Carter, Eleanor Roosevelt,     Oprah Winfrey.Q: How can I engage people in peer sharing, cooperative learning or large group situations @the library?

Musical Intelligence

Skilled with melody & rhythm

“The Music Lover”

BachBach

GOOD AT: discerning, performing, composing music.LEARN BEST FROM: rhythmic mnemonics, singing…EXEMPLARS: Joni Mitchell, Beethoven, Leonard BernsteinQ: How can  I bring music or environmental sounds, or set points in a rhythmic or melodic framework into the library?

Visual/Spatial Intelligence

Leonardo Da Vinci• Skilled with pictures &

images

• “The Visualizer”

GOOD AT: creating, interpreting, transforming visual imagery.LEARN BEST FROM: sketching, designing,  mind mapping, visual metaphor...EXEMPLARS: Nikola Tesla, Michelangelo, Georgia O’Keeffe, GuggenheimQ:How can I use visual aids, color, art, to activate this intelligence?

Bodily/ KinestheticIntelligence

Physical skill

“The Mover”

Michael JordanMichael Jordan

GOOD AT: control & orchestration of body motion & object manipulation.LEARN BEST FROM: hands‐on experimentation with materials, movement...EXEMPLARS: Michael Jordan, Martha Graham, Tiger Woods, Marcel Marceau.Q: How can I involve the whole body or use of hands on experiences in library programs?

Intrapersonal Intelligence

Jiddu Krishnamurti

Skills of self-knowledge

“The Individual”

GOOD AT: introspection & response to one’s own mental & emotional states.LEARN BEST FROM: choice, independent study, reflection…EXEMPLARS: Buddha, Gandhi,  Freud, Carl Jung, KrishnamurtiQ: How can I evoke ideas of self‐awareness through materials/programs at the library? 

Naturalistic Intelligence

Rachael Carson

Skills of making

connection to elements

in nature

“The Outdoorsy”

GOOD AT: recognizing & categorizing natural objects.LEARN BEST FROM: field trips, environmental study…EXEMPLARS: Aristotle, Charles Darwin, Rachel Carson, Jane Goodall.Q: How can I nurture a love of nature, plants, animals, wildlife via the library?

Existential Intelligence

Wondering Smart

“The Meaning Maker”

Ken WilberKen Wilber

GOOD AT: grappling with deep, fundamental questions of existence. The ability to be sensitive to, or have the capacity for, conceptualizing or tackling deeper or larger questions about human existence, such as the meaning of life, why are we born, why do we die, what is consciousness, or how and why did we get here. LEARN BEST FROM: Socratic questioning pertaining to deep philosophical issues...EXEMPLARS: Socrates, Spinoza, Dalai Lama,           Ken Wilber, Victor FrankelQ: How can I encourage people to think about mysteries and universal issues of life in the library?

Known as the Einstein of ConsciousnessIncorporates work of Howard GardnerIntegration of science and religionMost translated American philosopherIntegral InstituteIntegral Spirituality

It increases serotonin production which influences mood and behavior. Low levels of serotonin are associated with substance abuse.  Increased brain wave coherence. Greater creativity. Decreased anxiety. Decreased depression Decreased irritability and moodiness Improved learning ability and memory. Increased self‐actualization. Increased feelings of vitality and rejuvenation. Increased happiness. Increased emotional stability.

Integral spirituality—as the very name “integral”implies—transcends and includes science, it does not exclude, repress, or deny science. 

To say that the spiritual currents of the cosmos cannot be captured by empirical science is not to say that they deny science, only that they show their face to other methods of seeking knowledge. 

Educators can provide a range of activities and experiences to facilitate learning of the same task‐‐using different parts of the brain to drive the point home. There is no  one "right way" to integrate intelligences 

one might not have quit math  if it had been explained differently i.e. using a different intelligence  and informational input

No two  individuals have exactly the same intelligences, nor in the same combination

Represent key concepts in multiple ways so that we can craft optimal education for each child, especially when a child is having learning difficulties or is not showing interest in the way ideas are being represented

Librarians can provide Librarians can provide varieties of representations varieties of representations of a given content of a given content ----from linguistic to spatial to musical and so on, often combining intelligences in creative ways…

Intelligences do not work in isolation, but rather in consort and in the context of problems in real‐world domainsNo truly intelligent activity uses only one intelligence.  Art making, for example, naturally involves spatial intelligence, but might also include a logical/mathematical element as in perspective drawing

Anytime three or more intelligences are used to introduce new information to patrons, the greater the chances of understanding and long term retention

DEWEY LinguisticVerbal

Visual/ Spatial

Musical/Rhythmic

Bodily/ Kinesthetic

Math/ Logical

Inter-personal

Intra-personal

Natural-istic

Existen-tial

Computers, Informationand General Reference

x

Philosophy & Psychology x x x x xReligion x x x

Social Sciences x x x xLanguage x

Science x x xTechnology x x x

Arts & Recreation x x x x x x x x xLiterature x x x

History & Geography x x x x x x

LIBRARY OF CONGRESS x x x

General Works xPhilosophy, Psychology, Religion. x x x x x

Auxiliary Sciences of History x x xHistory. The Old World. x x x

North & South American History x x x xGeography. Anthropology. x x x x x

Social Science x x x xPolitical Science x x x x

Law x x x xEducation x x x x x x x x x

Music x xArt x

Language. Literature. x x x xScience x x x x x x x x x

Medicine x x x xAgriculture x xTechnology x x x

Military Science x x xNaval Science x x x

Library Science x x x x x

Logical Musical Verbal Visual Inter‐personal

Intra‐personal

Kinesthetic

Naturalistic

Existential

Maths x x x x x x x x x

Language x x x x

History x x x

Science x x x x x x

Art/Recreation

x x x x x x x x x

Music x x x

Social Studies

x x x x

Logical Musical Verbal Visual Inter-personal

Intra-personal

Kines-thetic

Natural-istic

Existen-tial

Collection Dev x x x x x x x x x

Reader’s Advisory

x x x x x x x x x

Technology Instruction

x x x x x x x x x

Reference x x x x x x x x x

Programming x x x x x x x x x

Outreach x x x x x x x x x

Organization x x x x x x x x x

A person who is strong musically and weak numerically will be more likely to develop numerical and logical skills through music, and not by being bombarded by numbers alone.

A person who is weak spatially and strong numerically, will be more likely to develop spatial ability if it is explained and developed by using numbers and logic, and not by asking them to pack a suitcase in front of an audience.

A person who is weak bodily and physically and strong numerically might best be encouraged to increase their physical activity by encouraging them to learn about the mathematical and scientific relationships between exercise, diet and health, rather than forcing them to box or play rugby.

Recommended readings can illustrate how the mathematical structure in the physical world can be understood in  different representational systems such as verbal‐linguistic/literary means

Lewis Caroll’s  Alice’s  Adventures in Wonderland 

Teach mathematical literacy in an MI-sensitive way

Librarians can use all types of texts to teach mathematical concepts and standards to young people.

Shows how to use informational trade books, literature, and environmental text to infuse mathematics into your lessons.

Subjects taught and illustrated with text and activities include: number and operations, algebra, geometry, measurement, and data analysis.

Representing mathematical information in verbal-quantitative codes

Hoffman’s The man who loved only numbers: The story of Paul Erdos and the search for mathematical truth.

Combining mathematical information in visual‐spatial codes

Combining Linguistic, and  intrapersonal

Combining linguistic  &  interpersonal 

Combining linguisticexistential 

This title uses well-known works of children’s literature as a springboard for learning. Activities, booktalks, and recommended book titles help students connect reading for pleasure with reading for information.

Title uses well-known works of children’s literature as a springboard for learning! Activities, booktalks, and recommended book titles help students connect reading for pleasure with reading for information.

Title uses well-known works of children’s literature as a springboard for learning! Activities, booktalks, and recommended book titles help students connect reading for pleasure with reading for information.

Help students explore the ethics of digital technology

Includes the “Ten Commandments of Computer Ethics” with key moral imperatives for students of all ages

This new thoughtful and carefully written book helps you — and your students —understand today’s information technology ethics, from downloading explicit pictures to guessing passwords to respect for privacy, property, and the law.

With these teacher’s guides and study books, you’ll have your elementary and middle-schoolers mesmerized by math in no time!

Students will increase their ability to mentally manipulate numbers, while learning magic tricks that use dice, coins, buttons, stones, and other common objects.

Have Some Maths with Your Story: Teaching Mathematical Concepts through Children’s Literature, Games and Activities

This book is for teachers, student teachers, teaching assistants and other practitioners interested in the education of young children with special reference to mathematics and language.

Connecting Math With Literature: Using Children's Literature As A Springboard For Teaching Math Concepts

by Lisa Crooks (Author), Sheri Rous (Editor), Ann Losa (Illustrator)

Integrating Math in the Real World: The Math of Homes by Hope Martin and Susan Guengerich

20-real life activities that show students they really do use math every day. Activities focus on home ownership, construction and design, skyscrapers, and much more. Students will never ask,

"When are we ever going to use this?"

Math Around the World by Beverly Braxton, Philip Gonsalves, Linda Lipner, and Jacqueline Barber

This book places mathematics in a multicultural and international context —presenting eight games from four different continents — NIM, Kalah, Tower of Hanoi, Game Sticks, Magic Squares, Shongo Networks, Games of Alignment, and Hex.

Get It Together: Math Problems for Groups, Grades 4–12 by Tim Erickson (Lawrence Hall of Science)

Solving problems in groups is exciting, effective, and equitable; it helps all students succeed in math. Get It Together is a collection of over 100 mathematics problems for groups of 3-6 students to solve together. The problems vary widely in difficulty, but all have the same format: six clue cards provide the information needed to solve a problem. (Four of the clues are essential for solving the problem; the other two can be used as needed.) Since each member of the group has a different bit of information, everyone has to work together to arrive at a solution.

Math Poetry by Betsy Franco

Math Poetry invites students to learn math vocabulary and concepts by writing their own word problems in the form of poems.

Math Poetry provides an innovative way to each both math and writing.

Living through Literature: Discover the Art, Beauty and Fun in Learning Literature by Robert A. Nimmo

Finders Keepers?:A True Story in Indiaby Robert ArnettIllustrated by Smita TurakhiaAges 7 – 12

Timeless and universal values of honesty, respect, doing the right thing, and brotherhood are emphasized in this vividly illustrated absorbing book set in India.

Danica McKellar, author of math books for girls, (but better known as Winnie from the '90s TV show The Wonder Years) who brings a positive message. "Being good at math is cool.”

Writes in a way to get more girls more interested in maths.

Danica hopes her book will help encourage young women, to stop hating math so much.

Math Doesn’t Suck: How to Survive Middle-School Math Without Losing Your Mind or Breaking a Nail

Kiss My Math: Showing Pre-Algebra Who's Boss

by Danica McKellar

Music: A Mathematical Offering

Dave Benson

Math and Music:  Harmonious Connections

Music, Physics and Engineering  by  HarryOlson

Science and Music By Sir James Jeans

The math behind the music by Leon Harkleroad

Connecting Art to  Mathematics by HalTorrance

Math & Art by Sasho Kalajdzievski

Experiencing Architecture bySteen Rasmussen

Mathematics in Natureby John Adam

A Mathematical Nature Walkby John Adam

The Calculus of Friendship

By Steven Strogatz

Mathematical Musical Verbal Visual Interpersonal

Intrapersonal

Kinesthetic

Naturalistic

Existential

Logical/Mathematical x x x x x x x x

Musical x x x x x x x x

Verbal/Linguistic x x x x x x x x

Visual x x x x x x x x

Interpersonal x x x x x x x x

Intrapersonal x x x x x x x x

Kinesthetic x x x x x x x x

Naturalistic x x x x x x x x

Existential x x x x x x x x

Intelligence sensitive collection development

Multiple Intelligences around the WorldProduct DescriptionEditor(s): Jie-Qi Chen, Seana Moran, Howard Gardner

MI theory supports and celebrates the diversity of children's strengths in school and other learning environments. Now, more than a quarter of a century later, Multiple Intelligences Aroundthe World draws upon a select group of MI practitioners to show how Gardner's theory is applied in the international arena. In this dynamic book, the contributors-representing countries such as China, Japan, the Philippines, South Korea, Australia, Norway, Denmark, England, Ireland, Scotland, Romania, Turkey, Argentina, Columbia, and the United States-share thoughtful stories and strategies of educational innovation.

This important book addresses a number of key questions including: How have different educational settings implemented MI? How does an educational idea created in one cultural milieu travel and take root in highly diverse educational soils? And, what universal lessons can be drawn from these experiences?

Gardner's newest book, Five Minds for the Future outlines the specific cognitive abilities that will be sought and cultivated by leaders in the years ahead. They include

The Disciplinary Mind: the mastery of major schools of thought, including science, mathematics, and history, and of at least one professional craft.

The Synthesizing Mind: the ability to integrate ideas from different disciplines or spheres into a coherent whole and to communicate that integration to others.

The Creating Mind: the capacity to uncover and clarify new problems, questions and phenomena.

The Respectful Mind: awareness of and appreciation for differences among human beings and human groups.

The Ethical Mind: fulfillment of one's responsibilities as a worker and as a citizen. 

Emphasis  on multi‐modal and interdisciplinary approach Natural scienceSocial scienceHumanitiesArt Philosophy Pre‐modernModernPost‐modern  

Cross‐cultural thought (East & West)

Existential Intelligence and its Applications:Ken Wilber’s Four Quadrants Model and Gardner’s Multiple Intelligences

Multi‐Perspectival (Literary Theory)Cultural Materialism Deconstruction Feminist Theory Marxism Minority Discourse New Criticism New Historicism Phenomenology Post‐Colonial Post‐Structuralism Psychoanalysis Queer Theory Reader Response Russian Formalism Semiotics Structuralism 

Brooklyn Public Library’s  Online Book Discussion  Forum  emphasizes interdisciplinary approach to literary texts.

http://www.ci.cerritos.ca.us/library/photos/interior.html

Barbara L. Slavin

Framingham State College Library

Official weblog of the Springfield Technical Community College Library.Neo is the name of the fish library.stcc.edu/pix/betta.jpg

http://www.phpro.info/afos/afosnews.html

Boat Themed Listening Station in Library

http://www.rcj.net.au/products/LibraryFitouts.asp

Mastics Moriches Shirley Community Library Shirley, NYSight & Sound CenterThe Sight & Sound Center features listening stations so you can listen to our newest music, a VCR and DVD player to view children's movies and our game centers containing XBOX and Playstation 2 with featured games for children to play. Adults must be accompanied by children.

'No problem can be solved by the same consciousness that created it. We need to see the world anew.' Albert Einstein