Multiple Intelligences Around the World - Tapa dura

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Jie-Qi Chen is professor of child development and early education at Erikson Institute. A Fulbright Senior Specialist and author of several books, Chen specializes in cognitive development, early mathematics education, classroom assessment, and teacher professional development in urban settings. Seana Moran is research manager of the Center on Adolescence at Stanford University. Her work focuses on how people contribute to their cultures, putting their multiple intelligences to good use through purpose, commitment, and creativity. Howard Gardner is the Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education. He is adjunct professor of psychology at Harvard University and senior director of Harvard Project Zero. He received a MacArthur Prize Fellowship in 1981 and the Grawemeyer Award in Education in 1990. Gardner is the author of over twenty books translated into twenty-seven languages.

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Since its introduction in 1983, Howard Gardner's multiple intelligences (MI) theory has become a touchstone of education. Embracing a wide array of human talents that significantly contribute to our intellectual and cultural life, MI theory offers a broader definition of intelligence than is measured by standard IQ tests.

MI theory supports and celebrates the diversity of children's strengths in school and other learning environments. Now, more than a quarter of a century later, Multiple Intelligences Around the World draws upon a select group of MI practitioners to show how Gardner's theory is applied in the international arena. In this dynamic book, the contributors-representing countries such as China, Japan, the Philippines, South Korea, Australia, Norway, Denmark, England, Ireland, Scotland, Romania, Turkey, Argentina, Columbia, and the United States-share thoughtful stories and strategies of educational innovation.

Multiple Intelligences Around the World's cross-cultural discussions provide a valuable resource for teachers and administrators who are working with diverse student populations. In addition, the experiences of exam-driven countries like China and Japan will prove instructive to professionals faced with the task of improving both teaching and test scores.

This important book addresses a number of key questions including: How have different educational settings implemented MI? How does an educational idea created in one cultural milieu travel and take root in highly diverse educational soils? And, what universal lessons can be drawn from these experiences?