다중지능이론의 교육학적 의의

서지정보

ㆍ발행기관 : 한국발달장애학회 ㆍ수록지정보 : 발달장애연구
ㆍ저자명 : 이영재

목차

I.서론
II.본론
III.결론
참고문헌
Abstract

한국어 초록

본고에서는 우리나라 교육개혁의 방향을 설정하기 위한 논의의 일부로서, Gardner (1983, 1987, 1993)에 의하여 상정된 다중지능이론을 검토하였다. 우선 Gardner가 제시하고 있는 일곱 개의 지능에 관하여, 각 지능의 능력과 구성요소, 각 지능에 대한 경험적 증거와 신경생리학적 근거 등을 살펴보았고, 다중지능의 발달에 관한 원리와 발달의 과정을 살펴보았으며, 이를 기초로 다중지능이론의 교육학적 의의를 논의하였다. 다중지능이론은 개인내의 질적인 차이에 관심을 가지며, 이를 기초로 교수-학습과정에 필요한 구체적인 정보를 제공해 준다는 점, 학생과 교육과정과 지역사회를 연결시켜 준다는 점, 감성지능의 개념화에 기초를 제공한다는 점, 등이 논의되었다. 특히 다중지능이론은 특수교육과 관련하여, 특수아동도 지능영역에 따라 강점과 약점을 지니고 있으며, 그에게 적합한 교육적·문화적 지원에 의해 비범성 전문성에 도달할 수 있다는 점, 특히 정신지체 아동의 교육에의 적용 가능성에 관하여 논의하였다.

영어 초록

As a discussion for setting up the direction of educational reform, the implication of multiple intelligence(MI) theory is examined in this paper. For the purpose of introducing MI theory postulated by Gardner(1983, 1987, 1993), the components and the development of MI is reviewed, and on the basis of this review, educational implication of MI theory is discussed.

1. The Components of Multiple Intelligence
The intelligence is defined by Gardner as “the ability to solve problems, or to fashion products, that are valued in one or more cultural or community settings.” He gathered various data extended over a wide areas, and extracted seven intelligences.
1) Linguistic Intelligence : This intelligence relates to words and language. We use this intelligence in listening, speaking, reading, and writing.
2) Logical-Mathematical Intelligence : This intelligence deals with inductive and deductive reasoning, numbers and relationships.
3) Spatial Intelligence : This intelligence includes being able to visualize an object and to create mental images. It deals with visual arts, navigation, and architecture.
4) Musical Intelligence : This intelligence includes the ability to recognize tonal patterns, rhythm and beat. It includes sensitivity to sounds, voice, and music.
5) Bodily-Kinesthetic Intelligence : This intelligence is related to physical movement, the knowledge of the body and how it functions.
6) Interpersonal Intelligence : This intelligence is based on the knowledge of the ‘self’, It includes metacognition, emotional responses, and self reflection.
7) Interpersonal Intelligence : This intelligence is used in person-to-person relationships. It includes the ability to communication with others and to have empathy for their feelings and beliefs.

2. The Development of Multiple Intelligence
On the basis of the principles of development and developmental trajectory, Gardner proposed the stages of development as follow :
1) Infancy( -5) : Infants are born with biological potentials, which develope to raw patterning abilities through the interaction with their surroundings. In this period, crystallizing experience is necessary for them to facilitate the talents of specific area.
2) Childhood(5-15) : As children become familiar with cultural symbol system, each intelligence is manifested in notational system. In this period, it is necessary for them to be familiar with various cultural materials, and with them, prodigiousness of a certain intelligence is to be achieved.
3) Adolescence(15-25) : As adolescents master the knowledges and skills in a certain area, each intelligence is manifested in vocational preparation. In this period, it is necessary for them to practice the knowledges and skills, and through them, expertise is to be achieved.
4) Adulthood(25- ) : In this period, each intelligence is manifested in vocational achievement. Some experts who have strong self-confidence and vision, and try to challenge to that field, are to gain creativity, and ones whose creativity have universal impact, become genius.

3. Educational Implication of MI Theory
MI theory provides the theoretical basis to individual-centered schooling, grounded on multi-dimensional view, On the uniform view, each student has to adapt to uniformly-settled curriculum, and one who fails to adapt to it, becomes straggler. On the contrary, in the individual-centered schooling, each school has to adapt to individually-established curriculum, and the school which fails to adapt to it, becomes, problem institution.
There are important educational implications in MI Theory as follow :
1) In the MI theory, the assessment is to focus on intraindividual differences, and gives information necessary for guiding learning strategies.
2) In the MI theory, the assessment is to focus on qualitative differences rather than quantitative ones, and creates the atmosphere in which the uniqueness of individual is considered to be respectable.
3) In the MI theory, teacher organizes the curriculum appropriate for individual students, and connects it to their communities, so that his students might be successful in their coming vocational world.
4) MI theory makes us to be able to find out the strength and the weakness in intelligences of the disabled, and through the educational supports based on these findings, it provides the way for the disabled to actualize their lives.
5) The mentally retarded, who have been supposed to be deficient in general abilities such as memory, planning and executive function, also have the strength and weakness in each intelligence in MI theory, and thus this theory is as much available for the mentally retarded as the disabled or as for the normal.

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