How Covid-19 Pandemic Might Lead to Appreciating Pedagogies Driven By The Multiplicity of Intelligence: A Case of the Ugandan Experience

Yıl 2021, Cilt: 6 Sayı: 4, 355 - 368, 01.10.2021

Peter Ssenkusu Cornelius Ssempala John Mary Vianney Mitana

Öz

While the Covid-19 pandemic has devastated education institutional
programmes and activities for the last one year, it might also present
opportunities for new knowledge and paradigm within education. In this paper,
we discuss the Covid-19 pedagogies and their effect on the traditional
educational system anchored on logic and universality. To do this, we start by
highlighting the Covid-19 pandemic and how it has impacted education
especially in low-resourced contexts and then give a historical overview of the
conceptualisation of intelligence. The historical overview underscores how over
centuries, the concept of intelligence has been influenced by the left-brain
teaching and learning strategies and how this has impacted how teachers teach
and the entire teaching and learning system. By explaining the cultural and social
aspects of intelligence, we underscore the multiplicity of intelligence as opposed
to its unidimensional conception. We then expound on how Covid-19 pandemic
has widened opportunities for new conceptions of intelligence within education
through introducing new ways of teaching and learning which are studentcentred, community and local resource focused, further justifying the need for
creativity and innovation. We conclude that while the Covid-19 pandemic has
presented serious challenges to educational programmes, it has also presented
opportunities for new conceptions of intelligence and the need to appraise the
modern epistemology which has characterised education in low-resourced
contexts for centuries.

Anahtar Kelimeler

Intelligence, philosophy of education, Covid-19 pedagogies, Intelligence, philosophy of education, Covid-19 pedagogies

Kaynakça

• Sternberg, R. (2005). The theory of successful intelligence. Interamerican Journal of Psychology, 39(2), 189-202.