ハワード・ガードナーの多元的知能理論(MI理論)および芸術的知能概念の教育実践における意義

抄録

This paper primarily focuses on the significance of MI theory (Theory of Multiple Intelligences) and the concept of Artistic Intelligences in art education. The first section of this article emphasizes the problems concerning the current notion of human intelligence and IQ tests. The second section provides a general introduction to Gardner's MI theory. In Frames of Mild (1983), Gardner claims that the traditional psychological view of intelligence as a single capacity was limited. Gardner defined intelligence as the capacity to solve problems or to fashion products that are valued in one or more cultural settings. These intelligences are: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal and intrapersonal. The third section of this paper explains how MI theory identifies these intelligences. Gardner identifies these intelligences by synthesizing findings from disparate sources including studies of the breakdown of cognitive abilities in stroke patients and other brain-damaged individuals; work with prodigies, idiot savants, autistic children, and other special cases. Section Four of this paper focuses on the concept of Artistic Intelligences. The final section discusses the practical applications of MI theory and also analyzes how MI theory has been actually applied to Arts Propel, Key School and Project Spectrum.