다중지능이론의 교육학적 의의 = Multiple Intelligence Theory and Its Implications to Education

다국어 초록 (Multilingual Abstract)

As a discussion for setting up the direction of educational reform, the implication of multiple intelligenve(MI) thery 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, deucational implication of MI theory is discussed.


1. The Components of Multiple Intelligence The intelligence is defined by Garder 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 Intelligenve : This intelligence relates to words and language. We use this intelligence in listenin, 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 and 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 intelligenve is related to physical movement, the knowledge of the body and how it function.
6) Interpersonal Intelligence : This intelligence is based on the kowledge 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 feeling 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 potenials, 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) Childhool(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 inteligenve is to be achieved.
3) Adolescence(15-25) : As adolescents master the knowledges and skills in a certain area, each intelligenve is manifested in vocational preparation. In this period, it is necessary for them to pracice the knowledges and skills, and through hem, expertise is to be acieved.
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 geius.
3 . Educational Implicationo f MI Theory MI theory provides the theoretical basis to individual - cent ered s chooling , grounded on mult i- dimen sion al view , On the uniform view , each student has to adapt to uniformly - sett led curriculum, and one who fails to adapt to it , becomes straggler . On th e contrary , in th e individual - centered schoolin g , each school has to adapt t o individually - est ablish ed curriculum, and the school which fails to adapt to it , becomes , problem in stitution .
There are important educational implications in MI Theory as follow : 1) In the MI theory , the as s es sment is to focus on int rain dividual differ ences , and gives informat ion necess ary for guiding learning str at egies .
2) In the MI theory , the as ses sment is to focus on qu alit ativ e differences rath er than quant itat iv e ones , and creat es the atmosph er e in which th e uniqueness of in dividual is c...

국문 초록 (Abstract)

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 경험적증거와 신경생리학적 근거 등을 살펴보았고, 다중지느의 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.