Module 2 Assignment: Philosophy Project Using Your Multiple

Module 2 Assignmentphilosophy Project Usingyourmultiple Intelligences

Identify and explain the concepts, terms, themes or ideas used in your project. Explain how this experience has affected your understanding of the topic. Record the time you spent on parts 1 and 2 of this assignment.

Paper For Above instruction

The purpose of this assignment is to explore and demonstrate understanding of educational philosophies, theories, and the application of Howard Gardner’s Theory of Multiple Intelligences through a creative project. This comprehensive activity requires selecting a project mode that aligns with one or more intelligences, followed by a written report that reflects on the process and content, elucidating key concepts, ideas, and personal insights gained.

The core task involves engaging with the theory of Multiple Intelligences (MI), which expands the traditional views of intelligence to include eight distinct areas: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Recognizing these diverse forms of intelligence helps educators and learners understand that human potential manifests in various ways, and tailoring educational activities to these strengths can significantly enhance learning experiences (Armstrong, 2009; Gardner, 1983).

In the initial phase, students select a project from categories such as creative dance, video projects, role-playing, drawing or painting, interviews, sculpture, musical composition, poetry, computer presentations, applied papers, or experiments. The selection should reflect at least one or more of the intelligences identified, thus exemplifying how these intelligences can be used as a framework for understanding and demonstrating educational concepts. For example, a student might create a musical composition to explore the musical intelligence, or produce a visual artwork to engage spatial and artistic intelligences, integrating content from the course material and their personal learning style (Davis & Rimm, 2004).

The accompanying written report serves as a reflective and analytical account of this project. It must include detailed explanations of the concepts, terms, and themes utilized within the project. For instance, if a student’s project involves role-playing, they should clarify how role-playing relates to interpersonal and bodily-kinesthetic intelligences, and how it deepened their grasp of specific educational philosophies or theories. The report should also explore how the creative process influenced their understanding of the subject matter, including any new perspectives or insights developed through the activity.

Moreover, the assignment emphasizes connecting the project to foundational philosophical questions, such as the purpose of education, the focus of curricula, methods of instruction, and the role of teachers—examining these through various philosophical lenses: metaphysics, epistemology, axiology, and logic (Ennis, 2011). Students should depict the four major educational theories—progressivism, perennialism, essentialism, and social reconstructionism—by illustrating their aims concerning these philosophical questions, alongside identifying key proponents like John Dewey and William Bagley (Eisner, 2002; Ornstein & Hunkins, 2017). Similarly, psychological perspectives shaping educational practice—behaviorism, humanism, and constructivism—must be explained with reference to figures like B.F. Skinner, Abraham Maslow, and Lev Vygotsky (Schunk, 2012).

During the development of the project and paper, learners should take note of the time spent on each part, fostering self-awareness and time management skills critical to academic success. The final deliverable, a well-organized, cohesive report, should synthesize these elements, demonstrating not only content mastery but also reflective growth through the learning process (Brookfield, 2015). The assignment aims to cultivate a nuanced understanding of the interconnectedness of philosophy, educational theories, psychology, and individual learning styles, ultimately guiding the development of a personal educational philosophy rooted in diverse intelligence recognition.

References

• Armstrong, T. (2009). The Multiple Intelligences Teaching Center. www.multipleintelligencesoasis.org
• Brookfield, S. D. (2015). Becoming a Critically Reflective Teacher. Jossey-Bass.
• Davis, K., & Rimm, S. (2004). Education for a New Era. Pearson.
• Eisner, E. W. (2002). The Arts and the Creation of Mind. Yale University Press.
• Ennis, R. H. (2011). Critical Thinking. In D. Kuhn (Ed.), Education, Philosophy and Critical Thinking. Routledge.
• Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
• Ornstein, A. C., & Hunkins, F. P. (2017). Curriculum: Foundations, Principles, and Practice. Pearson.
• Schunk, D. H. (2012). Learning Theories: An Educational Perspective. Pearson.