The pragmatic consequences of the theory of multiple intelligences of Howard Gardner as a philosophy of education in the Philippine context (DLSU-CSB as school model)
This research attempts to synthesize some basic theories on the pragmatic philosophy of education as expounded by the great philosophers, psychologists, and educators, John Dewey and Howard Gardner. It also traces how these theories and ideals are used as the philosophical foundations of DLSU-Colleg...
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| Format: | text |
| Language: | English |
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Animo Repository
2000
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| Online Access: | https://animorepository.dlsu.edu.ph/etd_doctoral/840 |
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| Institution: | De La Salle University |
| Language: | English |
| Summary: | This research attempts to synthesize some basic theories on the pragmatic philosophy of education as expounded by the great philosophers, psychologists, and educators, John Dewey and Howard Gardner. It also traces how these theories and ideals are used as the philosophical foundations of DLSU-College of St. Benilde's principle of non-traditional approach of learner-centered education.The research employs descriptive and expository analysis and a critical evaluation of John Dewey's philosophy of Progressive Education and Howard Gardner's theory of Multiple Intelligences (MI). The application of their philosophies of education is reflected in the pragmatic consequences readily observable in the development of DLSU-CSB.The study leads to the following findings: 1) DLSU-CSB's philosophy of education is principally based on the pragmatic philosophy of education or progressive education. The College uses MI Theory of Howard Gardner as one of the teaching methodologies and a framework in its educational philosophy. 2) In the pragmatic or progressive philosophy of education, the curriculum is based on more activity programs and projects which cater to student needs, interests and abilities. 3) Education in the DLSU-CSB aims at the mental, physical, social, emotional and spiritual development of the individual. 4) Education is a continuous process of growth which cannot be split into specific units of learning. 5) Dewey's educational reforms which resulted in the pragmatic philosophy of education became the basis for the formulation of Gardner's MI theory, where the student is the focal point of the educative process.
6) Being the center of the educative process, the student learns as he lives meaningfully. 7) MI theory is pragmatic in nature and it has sounded a resonant chord in the educational community. 8) MI theory is a psychological theory and an educational strategy. 9) Intelligence can be developed. 10) Every person is a unique blend of dynamic intelligences. One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. John Dewey and Howard Gardner place emphasis on the practical, the useful and satisfactory consequences.The findings lead to the following conclusions: 1) The pragmatic Consequences in DLSU-CSB are anchored in John Dewey's pragmatic philosophy or progressive education where learner-centered philosophy serves as link to Howard Gardner's MI Theory which in turn has become the foundation of DLSU-CSB's educational strategy. 2) DLSU-CSB is unique because it uses the personalized approach as a philosophy of education. 3) DLSU-CSB continues its distinctive character as a leading center for innovative and non-traditional education. 4) DLSU-CSB, as a learner-centered school, is not yet an innovative and MI school when it comes to scientific assessments and measurements of MI programs and activities. Eventually, however, DLSU-CSB can become the first MI school in the Philippines. |
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