Recently I've been reading about Howard Gardner's theory on Multiple Intelligences (MI). Gardner defines an intelligence as "a biopsychological potential of our species to process certain kinds of information in certain kinds of ways." There are a variety of reasons I find his work captivating:
- it fits with the modular model of the brain-mind
- it defines intelligence as a brain-based capacity
- it provides a model for instruction and assessment
- Inside Higher Ed - Multiple Intelligences at 25
- Brain Leaders & Learners (Blog) - Target MI, Run From Lectures
- NY Teachers (Blog) - Incorporating MI Into Your Classroom
- Project Zero - Adult Multiple Intelligences
- Key Learning Community
I jumped into the debate and suggested that, per Gardner's definition, that attention might be better labeled an "intelligence" than a "literacy". There is a lot of brain research happening to improve our understanding of the nature of attention, but there is no question that it is a biopsychological potential, and that it is related to information processing. Here are but a few examples of current literature on the neuroscience of attention:
- Electrical neuroimaging reveals timing of attentional control activity in human brain
- Defining a link between perceptual learning and attention
- Mental training affects distribution of limited brain resources
- Learning to pay attention
I'm also now realizing that Will Richardson's "network literacy" could also be thought of as an example of Gardner's "interpersonal intelligence", though with the context shifted to the digital realm. What's also been on my mind as I learn more about MI theory is how it might be similar or different to other cognitive theories I've learned about in the past, particularly p-prims, facets, and cognitive resources. It's clear that educational systems have room for improvement with regard to instruction and assessment of all 8 intelligences. Thinking of attention as an intelligence within the MI theory also helped me to realize that we educators - except Howard! - tend not to provide direct instruction on how to develop and use intelligence. Regardless of whether it is accurate that attention is an intelligence or a literacy, Howard's point is well made that our increasingly multi-tasking and digital students will benefit greatly from direct instruction on how to pay attention.
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