Abstract
Howard Gardner’ın Çoklu Zekâ Kuramı; bizim, insanın yeterlilikleri konusundakidüşüncelerimizi kökten değiştirmemize yardım edecek bir potansiyele sahiptir. Gardner’ın buKuram'daki asıl hedefi; zekânın tek bir yapıdan meydana gelmediğini ve insanların biribirinden bağımsız en az yedi ayrı zekâya sahip olduğunu ve bunların zaman içindegeliştirilebileceğini insanlara kanıtlamaktır. Gardner (1999), Intelligence Reframed: MultipleIntelligences for the 21st Century adlı eserinde yeni yüzyılda bizlerin en önemli hedeflerdenbirinin sadece farklı zekâlarımızı bir araya getirerek onları düzgün bir biçimde kullanmakolmadığını, farklı insanların bir arada mutlu bir şekilde ve barış içinde yaşayabileceği birdünyayı yaratmak için zekâyla, ahlâkın nasıl bir araya getirilebileceğini de düşünmemizgerektiğini sorgulamamız gerektiğini vurgular. Bu yaklaşım da yeni bir zekânın varlığınıtartışmaya açmaktadır. İnsanlığın 20.yy’ da hatta ikinci on yılını bitirdiğimiz 21. y.yılda şahitolduklarını göz önüne alırsak, Ahlâkî Zekâ’nın varlığını sorgulamaya ve ne kadar gerekliolduğunu düşünmeye ihtiyacımız olduğunu görürüz.Bu makalede Gardner ve arkadaşlarının tanımlamakta zorluk çektiği Ahlâkî Zekâ’nın varlığınavurgu yapılarak, Değerler Eğitimi konusunun Çoklu Zekâ Kuramı şemsiyesi altında ve AhlâkîZekâ odaklı ele alınabileceği savunulmaktadır.
Keywords
References
- Altan, M. Z. (2001). Intelligence reframed: Multiple intelligences for the 21st century. A review article. TESOL Quarterly, 204-205.
- Altan, M. Z. (2010). Teaching global issues through intercultural communication, critical thinking and multiple intelligences. Modern English Teacher, 19 (1), 60-64.
- Coser, L. A., & Rosenberg, B. (1964). Sociological theory: A book of readings. MacMillan: New York.
- Durkheim, E. (1925). Moral education: A study in the theory and application of the education. (E. Wilson, & H. Schnurer, Trans.) New York: The Free Press sociology of
- Gardner, H. (1983). Frames of mind. The theory of multiple intelligences. New York: Basic Books
- Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.
- Gardner, H. (November1995). Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan 77(3), 200–203, 206–209.
- Gardner, Howard. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.
- Goleman, D. (1995). Emotional intelligence (Why it can matter more than IQ). New York: Basic Books.
- Hume, David. (1741). An enquiry concerning of principles of morals (Ahlak, Çev.: Nil 2010. Şimşek). Dergâh,
- Kohlberg, L. (1970). Education for justice: A modern statement of the Platonic view. In N.F. & T.R. Sizer (Eds.), Five Lectures on Moral Education. Cambridge, MA and London:
- Kohlberg, L., & Candee, D. (1984). The relationship of moral judgment to moral action. In L. (Ed.), Essays on moral development: The philosophy of moral 581). San Francisco: Harper & Row. Harvard University Press. Kohlberg development (Vol. 2, pp. 498–
- Kornhaber, M.L. (2001). “Howard Gardner” in J.A. Palmer (Ed.) Fifty modern thinkers on From Piaget to the present. London: Routledge.
- Lapsley, D. K (2008). Moral self-Identity as the aim of education. In L.P. Nucci and D. Narvaez Handbook of moral and character education (pp. 30- 52). New York: Taylor & Francis. (Eds).
- Piaget, J. (1965). The moral judgment of the child. New York: Macmillan.
- Piaget, J. (1970). Piaget’s theory. In Carmichael’s manual of child psychology (3rd ed.). New York: Wiley.
Abstract
Howard Gardner’s theory of Multiple Intelligences has a potential to change all of our conceptions about the abilities of human beings from top to bottom. Gardner’s main aim in this theory is to prove that intelligence is not a single construct and human beings possess at least seven distinct intelligences independent from each other. Gardner (1999) in his work of Intelligence Reframed: Multiple Intelligences for the 21st Century emphasizes that one of our aims in the new century will not only bring these different intelligences together and use in harmony but also to question how to bring intelligence and the morality together in order to help different people come together to live in happiness and peace to create a better world. This perspective leads us to think of the existence of a new intelligence. Things we witnessed in the 20th century and have been witnessing in the 21st century convince us about the importance and how much we are in need of discussing the existence of the Moral Intelligence. This article advocates the existence of the Moral Intelligence which Gardner and his friends have difficulty in defining and value education can be studied under the umbrella of the theory of Multiple Intelligences focusing on the Moral Intelligence.
References
- Altan, M. Z. (2001). Intelligence reframed: Multiple intelligences for the 21st century. A review article. TESOL Quarterly, 204-205.
- Altan, M. Z. (2010). Teaching global issues through intercultural communication, critical thinking and multiple intelligences. Modern English Teacher, 19 (1), 60-64.
- Coser, L. A., & Rosenberg, B. (1964). Sociological theory: A book of readings. MacMillan: New York.
- Durkheim, E. (1925). Moral education: A study in the theory and application of the education. (E. Wilson, & H. Schnurer, Trans.) New York: The Free Press sociology of
- Gardner, H. (1983). Frames of mind. The theory of multiple intelligences. New York: Basic Books
- Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.
- Gardner, H. (November1995). Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan 77(3), 200–203, 206–209.
- Gardner, Howard. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.
- Goleman, D. (1995). Emotional intelligence (Why it can matter more than IQ). New York: Basic Books.
- Hume, David. (1741). An enquiry concerning of principles of morals (Ahlak, Çev.: Nil 2010. Şimşek). Dergâh,
- Kohlberg, L. (1970). Education for justice: A modern statement of the Platonic view. In N.F. & T.R. Sizer (Eds.), Five Lectures on Moral Education. Cambridge, MA and London:
- Kohlberg, L., & Candee, D. (1984). The relationship of moral judgment to moral action. In L. (Ed.), Essays on moral development: The philosophy of moral 581). San Francisco: Harper & Row. Harvard University Press. Kohlberg development (Vol. 2, pp. 498–
- Kornhaber, M.L. (2001). “Howard Gardner” in J.A. Palmer (Ed.) Fifty modern thinkers on From Piaget to the present. London: Routledge.
- Lapsley, D. K (2008). Moral self-Identity as the aim of education. In L.P. Nucci and D. Narvaez Handbook of moral and character education (pp. 30- 52). New York: Taylor & Francis. (Eds).
- Piaget, J. (1965). The moral judgment of the child. New York: Macmillan.
- Piaget, J. (1970). Piaget’s theory. In Carmichael’s manual of child psychology (3rd ed.). New York: Wiley.
Details
| Other ID | JA36ZG73YB |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | July 15, 2016 |
| Published in Issue | Year 2011 Volume: 1 Issue: 4 - Volume: 1 Issue: 4 |