Knowledge that reinforces Different Intelligences in Humans.
As we look at KM Systems and the people who design, build and use them, it is
very important for use to understand how people learn. More importantly it is
more important to understand what type of intelligence people have and how the
proposed KMS will support the specific type of intelligence found within the
organization. Below is a clip of Howard Gardner's Theory of Multiple
Intelligences.
What parent can not
see gleaming rays of genius in their child? And yet, how many children come to
school and demonstrate their own unique genius? There was a time when it might
have been a joke to suggest "Every parent thinks their kid's a
genius." But research on human intelligence is suggesting that the joke
may be on educators! There is a constant flow of new information on how the
human brain operates, how it differs in function between genders, how emotions
impact on intellectual acuity, even on how genetics and environment each impact
our childrens' cognitive abilities. While each area of study has its merits,
Howard Gardner of Harvard University has identified different KINDS of
intelligence we possess. This has particularly strong ramifications in the
classroom, because if we can identify children's different strengths among
these intelligences, we can accommodate different children more successfully
according to their orientation to learning.
Thus far Gardner 's work suggests nine intelligences. He
speculates that there may be many more yet to be identified. Time will tell.
These are the paths to children's learning teachers can address in their
classrooms right now. They are:
VISUAL/SPATIAL - learning visually and organizing ideas
spatially. Seeing concepts in action in order to understand them. The ability
to "see" things in one's mind in planning to create a product or
solve a problem.
VERBAL/LINGUISTIC - learning through the spoken and written
word. This intelligence was always valued in the traditional classroom and in
traditional assessments of intelligence and achievement.
MATHEMATICAL/LOGICAL - learning through reasoning and
problem solving. Also highly valued in the traditional classroom, where
students were asked to adapt to logically sequenced delivery of instruction.
BODILY/KINESTHETIC - learning through interaction with one's
environment. This intelligence is not the domain of "overly active"
learners. It promotes understanding through concrete experience.
MUSICAL/RHYTHMIC - learning through patterns, rhythms and
music. This includes not only auditory learning, but the identification of
patterns through all the senses. INTRAPERSONAL - learning through feelings,
values and attitudes. This is a decidedly affective component of learning
through which students place value on what they learn and take ownership for
their learning.
INTERPERSONAL - learning through interaction with others.
Not the domain of children who are simply "talkative" or "overly
social." This intelligence promotes collaboration and working
cooperatively with others.
NATURALIST - learning through classification, categories and
hierarchies. The naturalist intelligence picks up on subtle differences in
meaning. It is not simply the study of nature; it can be used in all areas of
study..
EXISTENTIAL - learning by seeing the "big
picture": "Why are we here?" "What is my role in the world?"
"What is my place in my family, school and community?" This
intelligence seeks connections to real world understandings and applications of
new learning. Teachers are now working on assimilating this knowledge into
their strategies for helping children learn. While it is too early to tell all
the ramifications for this research, it is clear that the day is past where
educators teach the text book and it is the dawn of educators teaching each
child according to their orientation to the world.
-Walter McKenzie
