【正文】 separated from each other, Gardner claims that the eight intelligences very rarely operate independently. ? Rather, the intelligences are used concurrently and typically plement each other as individuals develop skills or solve problems. For example, a dancer can excel in his art only if he/she hast recognize that this form of intelligence is of equal value to the other intelligences. Famous examples: Charlie Chaplin, Michael Jordan. Interpersonal Intelligencel The ability to work effectively with othersl to relate to other peoplel display empathy and understandingl notice their motivations and goals. This is a vital human intelligence displayed by good teachers, facilitators, therapists, politicians, religious leaders and sales people. Famous examples: Gandhi, Ronald Reagan, Mother Teresa, Oprah Winfrey. Intrapersonal IntelligenceThe ability for selfanalysis and reflection–to be able to: ? quietly contemplate and assess one39。s mental abilities to coordinate one39。blindformedisspatialnotesvisuallimitedisproblems. lThistoinmentalandtothes Graduate School of Education. l Based on his study of many people, Gardner developed the theory of multiple intelligences. l Gardner defines intelligence as “ability to solve problems or to create products which are valued in one or more cultural settings.” l According to Gardner, 8 different types of intelligence are displayed by humans. Gardner’s Intelligences:LogicalMathematical Intelligence consists of the ability to:? detect patterns ? reason deductively ? think logically This intelligence is most often associated with scientific and mathematical thinking. Famous examples: Albert Einstein, John Dewey. Linguistic Intelligence l involves having a mastery of language l This intelligence includes the ability to effectively manipulate language to express oneself rhetorically or poetically. l It also allows one to use language as a means to remember information. Famous examples: Charles Dickens, Abraham Lincoln, . Eliot, Sir Winston Churchill. Spatial Intelligence lgivess theory may be questioned as to whether his stages must be regarded as sequential, and only occurring within the age ranges he suggests. There is debate as to whether people only search for identity during the adolescent years or if one stage needs to happen before other stages can be pleted.Theory of Behaviorism Skinner othersBased on Locke’s tabula rasa (“clean slate”) idea, Skinner theorized that a child is an “empty anism” that is, an empty vessel waiting to be filled through learning experiences. Any behavior can be changed through the use of positive and negative reinforcement. Behaviorism is based on causeandeffect relationships. Pavlo39。s energies are directed toward the development of physical skill, including walking, grasping, and rectal sphincter control. The child learns control but may develop shame and doubt if not handled well. Lootor 3 to 6 years Initiative Independence The child continues to bee more assertive and to take more initiative, but may be too forceful, leading to guilt feelings. Latency 6 to 12 years Industry vs. Inferiority School The child must deal with demands to learn new skills or risk a sense of inferiority, failure and inpetence. Adolescence 12 to 18 years Identity vs. Role Confusion Peer relationships The teenager must achieve a sense of identity in occupation, sex roles, politics, and religion. Young Adulthood 19 to 40 years Intimacy vs.Isolation Love relationships The young adult must develop intimate relationships or suffer feelings of isolation. Middle Adulthood 40 to 65 years Generativity vs. Stagnation Parenting Each adult must find some way to satisfy and support the next generation. Maturity 65 to death Ego Integrity vs. Despair Reflection on and acceptance of one39。羅森塔爾效應(yīng)48Influencesl Attitudes and beliefs of the culture, and subculture and family units we e froml All these shape our image of the child, just as they shape the work of the major theoristsl Our beliefs will influence what we might find useful from different theorists49Images of the childDo view children as:l Seekers of knowledge ORl Empty vessels for us to pour knowledge into?Do you view babies as:l People seeking relationships OR l People who need to be taught to relate50What has influenced the way you view children / babies?51l Our image of the child in our culture helps us to form these answers l It is important to be aware of the images we work withl Reexamination of your view of the child keeps these images relevant and open to change throughout our professional careers52lDo you value knowledge gained through group work more (or less) than knowledge gained alone?Why????53Main groups of theoriesl Maturationist – A Gessell, N Chomskyl Behaviourist – B Skinner, J Watson, I Pavlovl Developmental Interactionists – U Bronfenbrenner, J Piaget, L Vygostky54Which Theory ?In assessing theories ask yourself:l How does this theory explain behaviour?l How does this theory help me to predict behaviour?l How will this theory assist me in a practical situation?55Throughout this unit you will study four main theorists:lMaslowlPiagetlVygotskylErikson56Maslowl Abraham Maslow developed a theory based on basic needs. He believed:l that people generally have the same basic needs.l that in order to thrive and develop we need to meet these needsl that the need to grow and develop, to strive for improvement is within all of us Self Actualisation(Self respectApproval)Esteem(Respect, approval)Love Belonging(Family, Community, Friendship),Safety(security, protection