In this context an intelligence is considered to have three properties:
1. a clear
cut developmental path
Using this concept of intelligence, Gardner (1993) identifies a number of different intelligences. A modified version of Gardner's scheme is provided in Table 5.1.1
field of environmental education, the term ecological understanding has
been used for years, but it is also ecological feeling that we seek. If
ecology is the study of an organism's relationship with its surroundings,
then for us, a significant part of that relationship must include an affective
literacy movement, though, turns the term affective education inside out
instead of using affect to educate, it educates affect itself.'
Salovey and Meyer (1990) subsume Gardner's personal intelligences in their definition of emotional intelligence; expanding these abilities into five main domains:
Gardner has also suggested that one way of providing for learners with multiple intelligences is to consider five different entry points to the teaching of a topic, Figure 5.1.1 By providing variety in the ways in which topics and lessons are presented to learners, teachers provide differentiated ways of addressing the multiple intelligences of their pupils. Recognising multiple intelligences is not just a recognition that there are strong motivational reasons for approaching a topic through an intelligence in which a pupil is strong. It also requires that subsequently those intelligences which may be less developed in individual pupils are addressed and strengthened.