JOHN DEWEY’S EDUCATIONAL THEORY AND EDUCATIONAL IMPLICATIONS OF HOWARD GARDNER’S MULTIPLE INTELLIGENCES THEORY

Authors

  • Elena Achkovska Leshkovska Institute of psychology, Faculty of Philosophy, University Ss. Cyril and Methodius-Skopje
  • Suzana Miovska Spaseva Institute of pedagogy, Faculty of Philosophy, University Ss.Cyril and Methodius-Skopje

DOI:

https://doi.org/10.5937/IJCRSEE1602057A

Keywords:

John Dewey, Howard Gardner, Education, Educational theory

Abstract

Since 1983, when Howard Gardner published his theory of multiple intelligences, educators have begun to incorporate this new model into school programs. However, the idea of multimodal teaching is hardly a new concept. Many pioneers of modern education, such as: J. J. Rousseau, J.H. Pestalozzi, M. Montessory, J. Dewey, suggested educational models that oppose uniformity and predominantly verbal teaching. The aim of the research presented in this paper is to identify and compare compatible elements of educational ideas of John Dewey and Howard Gardner. The research is based on historical-comparative method and content analysis technique and is focused on exploring three key elements of intersection: curriculum, methods of teaching and learning, and teachers’ role. Regarding the curriculum, both authors prefer integrated and thematic curriculum based on real-life context. They also agree on student-centred teaching where implementation of variety of active methods of learning will give opportunity to students to express their specific identity. Teacher’s role in both concepts is to link students’ personal experiences and characteristics to the material being studied and to the school life in general. The findings imply that educational implications of Gardner’s theory can be considered as a continuation of Dewey’s progressive vision of classroom teaching and school organization.

Downloads

Download data is not yet available.

References

Achkovska-Leshkovska, E. (2002). Gardnerovata teorija na inteligencijata i nejzinata implikacija vo nastavnata praktika [Gardner’s theory of intelligence and its implication in teaching practice]. Godishen zbornik na Filozofskiot fakultet vo Skopje, 55, 79-103.

Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Armstrong, T. (2009). Multiple intelligences in the classroom (3rd ed.). Alexandria, VA: Association for Supervision & Curriculum Development. Retrieved October 22, 2016, https://erwinwidiyatmoko.files.wordpress.com/2012/08/multiple-intelligencies-in-the-classroom.pdf

Berube, M. R., & Berube, C. T. (2007). The end of school reform. Rowman & Littlefield.

Dewey, J. (1915). The school and society. Chicago: The University of Chicago Press.

Dewey, J. (1916a). 1966. Democracy and education. New York: Free Press, 578, 53-60.

Dewey, J. (1966b). Experience and Education. In Garforth, F.W. John Dewey: Selected Educational Writings. London: Heinemann.

Dewey, J. (1974a). The Child and the curriculum. In Archambauld, R.D.(Ed.). John Dewey on education. Chicago and London: The University of Chicago Press, 339-358.

Dewey, J. (1974b). What psychology can do for the teacher. In Archambauld, (Ed.). John Dewey on education. Chicago and London: The University of Chicago Press, 195-211.

Dewey, J. (1974c). My Pedagogic Creed. In Archambauld, (Ed.). John Dewey on education. Chicago and London: The University of Chicago Press, 425-439.

Dewey, J. (1974d). How we think. In Archambauld, (Ed.). John Dewey on education. Chicago and London: The University of Chicago Press, 242-259.

Gardner, H. (1995). Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan, 77, 200-209. Retrieved October 3, 2016, https://learnweb.harvard.edu/WIDE/courses/files/Reflections.pdf

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Gardner, H. (1991). The unschooled mind: How children think, and how schools should teach. New York: Basic Books.

Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.

Gardner, H. (1999). The disciplined mind: What all students should understand. New York: Simon & Schuster.

Gardner, H. (2011). The theory of multiple intelligences: As psychology, as education, as social science. Address delivered at José Cela University on October, 29, 2011. Retrieved September 25, 2016, https://howardgardner01.files.wordpress.com/2012/06/473-madrid-oct-22-2011.pdf

Miovska-Spaseva, S. (2005). Pragmatistickata pedagogija i osnovnoto obrazovanie. [Pedagogy of pragmatism and elementary education]. Skopje: Selektor.

Phillips, H. (2010). Multiple Intelligences: Theory and Application.[Electronic version]. Perspectives in Learning: A Journal of the College of Education & Health Professions,11(1). Retrieved October 3, 2016, https://perspectives.columbusstate.edu/previous/1-MultipleIntelligences-print.pdf

Smith, M. K. (2002, 2008) ‘Howard Gardner and multiple intelligences’, the encyclopedia of informal education. Retriеved August 17, 2016, http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education

Tanner, L. N. (1997). Dewey’s Laboratory School. Lessons for Today. Teachers College Press, New York.

Downloads

Published

2016-12-20

How to Cite

Achkovska Leshkovska, E., & Miovska Spaseva, S. (2016). JOHN DEWEY’S EDUCATIONAL THEORY AND EDUCATIONAL IMPLICATIONS OF HOWARD GARDNER’S MULTIPLE INTELLIGENCES THEORY. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 4(2), 57–66. https://doi.org/10.5937/IJCRSEE1602057A