Metrika članka

  • citati u SCindeksu: 0
  • citati u Google Scholaru:[=>]
  • posete u prethodnih 30 dana:6
  • preuzimanja u prethodnih 30 dana:6
članak: 1 od 1  
International Journal of Cognitive Research in Science, Engineering and Education / IJCRSEE
2016, vol. 4, br. 2, str. 57-66
jezik rada: engleski
članak
doi:10.5937/IJCRSEE1602057A


John Dewey's educational theory and educational implications of Howard Gardner's multiple intelligences theory
(naslov ne postoji na srpskom)
aInstitute of psychology, Faculty of Philosophy, University Ss. Cyril and Methodius - Skopje, Republic of Macedonia
bInstitute of pedagogy, Faculty of Philosophy, University Ss. Cyril and Methodius - Skopje, Republic of Macedonia

e-adresa: elenaa@fzf.ukim.edu.mk, suzana@ fzf.ukim.edu.mk

Sažetak

(ne postoji na srpskom)
Since 1983, when Howard Gardner published his theory of multiple intelligences, educators have begun to incorporate this new model into school programs. However, the idea of multimodal teaching is hardly a new concept. Many pioneers of modern education, such as: J. J. Rousseau, J.H. Pestalozzi, M. Montessory, J. Dewey, suggested educational models that oppose uniformity and predominantly verbal teaching. The aim of the research presented in this paper is to identify and compare compatible elements of educational ideas of John Dewey and Howard Gardner. The research is based on historical-comparative method and content analysis technique and is focused on exploring three key elements of intersection: curriculum, methods of teaching and learning, and teachers' role. Regarding the curriculum, both authors prefer integrated and thematic curriculum based on real-life context. They also agree on student-centred teaching where implementation of variety of active methods of learning will give opportunity to students to express their specific identity. Teacher's role in both concepts is to link students' personal experiences and characteristics to the material being studied and to the school life in general. The findings imply that educational implications of Gardner's theory can be considered as a continuation of Dewey's progressive vision of classroom teaching and school organization.

Ključne reči

John Dewey; Howard Gardner; Education; Educational theory

Reference

Achkovska-Leshkovska, E. (2002) Gardnerovata teorija na inteligencijata i nejzinata implikacija vo nastavnata praktika / Gardners theory of intelligence and its implication in teaching practice. Godishen zbornik na Filozofskiot fakultet vo Skopje, 55, 79-103
Armstrong, T. (2009) Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision & Curriculum Development, 3rd ed. Retrieved October 22, 2016, https://erwinwidiyatmoko.files.wordpress.com/2012/08/multiple-intelligencies-in-the-classroom.pdf
Armstrong, T. (1994) Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development
Berube, M.R., Berube, C.T. (2007) The end of school reform. Rowman & Littlefield
Dewey, J. (1974) What psychology can do for the teacher. u: Archambauld R.D. [ur.] John Dewey: On education, Chicago-London: University of Chicago Press, 195-211
Dewey, J. (1915) The school and society. Chicago: The University of Chicago Press
Dewey, J. (1916) Democracy and education. New York: Free Press, 1966, 578, 53-60
Dewey, J. (1966) Experience and education. u: Garforth F.W. [ur.] John Dewey: Selected Educational Writings, London: Heinemann
Dewey, J. (1974) The child and the curriculum. u: Archambauld R.D. [ur.] John Dewey: On education, Chicago-London: University of Chicago Press, 339-358
Dewey, J. (1974) My pedagogic creed. u: Archambauld R. [ur.] John Dewey: On education, Chicago-London: University of Chicago Press, 425-439
Dewey, J. (1974) How we think. u: Archambauld R. [ur.] John Dewey: On education, Chicago-London: University of Chicago Press, 242-259
Gardner, H. (1999) The Disciplined Mind: what all students should understand. New York: Simon and Schuster
Gardner, H. (1995) Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan, 77, 200-209. Retrieved October 3, 2016, https://learnweb.harvard.edu/WIDE/courses/files/Reflections.pdf
Gardner, H. (2011) The theory of multiple intelligences: As psychology, as education, as social science. Address delivered at José Cela University on October, 29, 2011. Retrieved September 25, 2016, https://howardgardner01.files.wordpress. com/2012/06/473-madrid-oct-22-2011.pdf
Gardner, H. (1991) The unschooled mind: How children think and how schools should teach. New York: Basic Book
Gardner, H. (1983) Frames of mind: A theory of multiple intelligences. New York-Oxford: Basic Books
Gardner, H. (1993) Multiple intelligences: The theory in practice. New York: Basic Books
Miovska-Spaseva, S. (2005) Pragmatistickata pedagogija i osnovnoto obrazovanie / Pedagogy of pragmatism and elementary education. Skopje: Selektor
Phillips, H. (2010) Multiple intelligences: Theory and application. Perspectives in Learning: A Journal of the College of Education & Health Professions, [Electronic version]. 11(1). Retrieved October 3, 2016, https://perspectives.columbusstate.edu/ previous/1-MultipleIntelligences-print.pdf
Smith, M.K. (2002/2008) Howard Gardner and multiple intelligences. u: The encyclopedia of informal education, Retrieved August 17, 2016, http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education
Tanner, L.N. (1997) Deweys Laboratory School. Lessons for Today. New York: Teachers College Press