A.

Multiple Intelligence
Howard Gardner, Frames of Mind, the theory of Multip;le
Intelligences, Basic books, Inc.,publishers, New York, 1983.

Other Books of Howard Gardner,

The quest for mind. (1973): second edition, 1981.

The arts of Human development 1973

The shattered of Mind 1975

Developmental of Psychology 1978, sseecond edition 1982

Artful scribbles: The significance of children ‘s drawings 1980

Art, mind.Brain: a cognitive approach to creativity 1982.

Page 8, F of M
In what follows, I argue that there is persuasive evidence for
existence of several relatively autonomous human intellectual
competence , abbreviated hereafter as “human intelligences”.
These are “frames of mind” of my title . The exact nature and
breadth of each intellectual “frame” has not so far been
satisfactorily established, nor has the precise number of
intelligences been fixed. But the conviction that there exist at least
some intelligences, that these are relatively independent of one
another, and that they can be fashioned and combined in a
multiplicity of adaptive ways by individuals and cultures, seems to
me to be increasingly difficult to deny.

Page 12 F of M

Franz joseph Gall claims:

Different parts of the brain mediate different functions. The fact that
we are not yet to pin point specifically that the relationship
between size, that he be able to do so .

Shape and functions should by no means be taken as a proof that

we will be able to do show,.
Pier Paul broca”1860. brocas demonstrated

An indisputable relationship between specific bran lesion and a

particular cognitive impairment, In particular broca amassed the
evidence that a lesion in she certain.

Alfred Binet !904.

With his friend, Theodore simon. He devised the tests of intelligence

in order to sit out the retarded children and to place other children
at their appropriate grade level.

Piaget

Come to believe that it is not the accuracy of the child’s response

that is importance, but rather the lines of reasoning the child
invokes.

What is an Intelligence? Page 59

His review of his early studies of intelligence and cognition has

suggested the existence of a number of different intellectual
strengths , or competences each of which may have its own
developmental history.

His review of recent work in neurobiology has again suggested the

presence of areas in the brain that correspond, at least roughly, to
certain forms of cognition: and these same studies imply a neural
organization that proves hospitable to the notion of different modes
of information processing.

Page 60

• A human intellectual competence must entail a set of skill of

problem solving-enabling the individual to resolve genuine
problems or difficulties that he or she encounters and when
appropriate to create an effective product- and must also
entail the potential for finding or creating problem- thereby
laying the groundwork for the acquisition of new knowledge
Page 68

In the study of skill and abilities, it is customary to honor the

distinction between know-how (tacit knowledge of how to execute
something) and know-that (promotional knowledge about the actual
set of procedures involved in execution). It is helpful to think of the
various intelligences chiefly as set of know-how procedures for
doing things. In fact a concern with propositional knowledge about
intelligences seems to be a particular option followed in some
cultures, while of little or no interest in many others.

Page 70

I must repeat that they exist not as physically verifiable entities but
only as potentially useful scientific construct.

Page 77.

More one could not help to proceed with any efficacy in the world
without considerable common of the linguistic tetrad of phonology
syntax, semantics and pragmatics.

Page 78

I would single out four aspect of linguistic knowledge that have

proved of striking importance in human society.

First of all there is the rhetorical aspect of language – the ability to

use language to convince other individual of a course of action.

Second of all there is the mnemonic potential of language – the

capacity to use this tool to help one remember information, ranging
from list of possession s to rule of a game from direction for finding
once way to procedure for operating a new machine.

A third aspect of language is its role in explanation. Much of

teaching and learning occurs through language – at one time ,
principally through oral instruction employing verse, collection of a
dates or simple explanation: and now increasingly through the word
in its written form.

Finally there is the potential of language to explain its own

activities- the ability to use language to reflect upon language to
engage in meta linguistics analyses.
 B. Emotional Intelligence (EI)
1.Definition EI
It is the ability, capacity, skill or, in the case of the trait EI
model, a self perceived ability to identify, assess and control
the emotion of one’s self , of others and of groups.

2. The development of EIarea of the left

anterior portion of the human cortex
cased byaphrasia, the breakdown of
linguistic capacities
.

The early root of emotional intelligence can be traced (find

something lost) to Darwin’s works: on the importance of emotional
expression for survival and second adaptation.

In the beginning of 1900s,

Traditional definition of intelligence was emphasized on
cognitive aspect,

such as memory and problem solving.

Common belief

Traditional definitions of intelligence are lacking in ability to fully

explain performance out comes.

In 1920s, EL .Thorndike
used the term social intelligence to describe the skill of
understanding and managing other people.

1940, David Wechsler

describe the influence of non intlective factors on intelligent
behavior, and further argued that their models of intelligence would
not be complete until emotional factors can adequately described.
 In 1983Howard Garner,
Frames of mind,

He introduces the idea of multiple intelligence (eight intelligences),

in which he includes:

Interpersonal intelligence, the capacity to understand the

intention and , motivation and desires of other people.

Intrapersonal intelligence, the capacity to understand on

self, to appreciate one’s feeling , fear and motivation.

Term of Emotional intelligence is introduced by

a. 1966 Leuner, doctoral thesis.

b. 1985 Wayne Payne

c. 1989 Greenspan (EI model

d. 1990 Salovey and Mayer

e. 1995 Goleman, EI, Why it can matter more than IQ.

f. 1985 Nancy Gibbs, Time magazine articles, highlighting

gpoleman’s book.

g. 2000 The deference between ability EI and trait EI

Notes
Intelligence emphasized on two aspects:

a. Cognitive aspect.

e.g. Memory and problem solving.

b. Non cognitive aspect

e.g. Thorndike (1920) used the term social intelligence

Defining the emotional intelligence.

Technically , there are two types of EI model

which are proposed in the year 2000 ;
 a.Ability EI
b.Mixed model of EI
c. Trait EI
Wikipedia
EI is the ability, capacity, skill or, in the case of the trait EI model, a
self perceived ability to identify, assess and control the emotion of
one’s self , of others and of groups.

Salovey and Mayer

EI is the ability to perceive the emotion, integrate emotion to facilitate
thought, understand emotions and to regulate emotion to promote
personal growth.

The ability-based model views emotion s as useful sources of information that

help one to make sense of and navigates social environment. This model
proposes that individuals vary in their ability to process information of an
emotional nature and in their ability to relate emotional processing to wider
cognition .

This ability is seen to manifest it self in certain adaptive behaviors. This model
claims that EI include four types of abilities.

1. Perceiving Emotion. The ability to detect and decipher emotion in face

pictures, voices and culture artifact _including the ability to identify one’s
emotion

2. Using emotion ability to harness the emotions to facilitate various

cognitive activities , such as thinking and problem solving .

3. Understanding emotion, is the ability to comprehend emotion language

and appreciate complicated relationship among the emotions.

4. Managing emotions, the ability to regulate emotions in both ourselves

and in others.

Daniel Goleman Mixed model of EI,

He focuses on EI as a wide array of competency and skills that drive
leadership performance. Emotional competencies are not innate talents,
but rather learned capacities. Individuals are born with a general
emotional intelligence that determines their potentials for learning
emotional competencies.
 He outlines four main EI constructs.

1. Self awareness,

The ability to read one’s emotion and recognize their impact while using
good feeling to guide decisions.

2. Self management,

Involve controlling one3’s emotion and impulses and adapting to changing

circumstances.

3. Social awareness,

The ability to sense , understand, and react to other’s emotion while

comprehending social networks.

4. Relationship management

The ability to inspire, influence and to develop others while managing

conflict .

C. Spiritual Intelligence
Danah zohar
In the yer 2000, she published a book SQ.
ultimate intelligence. In 2004 the authors
upgraded the concept with notion of spiritual
capital and demonstrated the crusial link
between SQ, SC and sustainability intelligence