International Journal of Home Science
2017, VOL. 3 ISSUE 3, PART F
Multiple intelligence approach in the school curriculum: A review article
Author(s): Amitha V and Dr. Vijayalaxmi AHM
Contemporary Educationists and psychologists emphasises that the education system stresses not to train children to learning by force and harshness, but direct them to it by what amuses their minds, so that one may be a better able to discover with accuracy, the peculiar bent of the genius of each. They also opine that, traditional schooling systems have been predominantly created by people who were unaware of the extraordinary diversity and potential of human learning. Hence traditionally, classroom settings were teacher-centered where the teacher often talks at the students instead of encouraging them to interact, ask questions or make them understand the lesson thoroughly. It is only recently that we have begun to truly understand that each and every one of us is a unique individual with innate predispositions and unique ways of perceiving and interacting with the world. Gardner (1983) pioneer in the field of multiple intelligence theory, in his long time effort in educational reform has showed that education based on multiple intelligences of pupil and their active involvement as one of the important factors in effective learning. Several other researchers who have examined the influence of multiple intelligence approach in the classroom have also found the same results. Hence this article makes an effort to understand the influence of Multiple Intelligence in the school curriculum. Various research articles associated with this subject have been reviewed and an effort has been made to put them together to draw a conclusion on the same. The reviews revealed that Multiple Intelligence teaching approach has improved the academic achievement, teacher-student relationship and better classroom management.
How to cite this article:
Amitha V, Dr. Vijayalaxmi AHM. Multiple intelligence approach in the school curriculum: A review article. Int J Home Sci 2017;3(3):324-327.