The purpose of this paper is to critically examine the ‘other intelligences’ that are currently featured in educational texts and materials, to investigate the tensions between the diverse theories and to evaluate their potential in terms of improving student learning outcomes in the context of formal education. The paper discusses Gardner’s personal intelligences and the most prominent theories of emotional intelligence. Gardner’s changing perceptions of intrapersonal intelligence; which he nominates as the most important construct for twenty first century learners; are explored, as is the degree of accuracy with which Gardner’s definitions are translated into popular texts to guide teachers in the implementation of Multiple Intelligences Theory in their classrooms in order to promote more successful learning outcomes for their students. Theories of emotional intelligence which have arisen as the result of the development of Gardner’s interpersonal and intrapersonal intelligence domains are also explored; notably those of Mayer and Savoley and Goldman: as are some of the current texts and articles available to educationalists seeking to promote emotional intelligence in a school context.
|Keywords:||Intelligence, Gardner, Emotional Intelligence, Intrapersonal Intelligence, Primary Education|
Lecturer in Educational Studies, The Faculty of Education and Arts, School of Education, University of Newcastle, Mayfield, NSW, Australia
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