Existential Intelligence Research Articles

Profiles of multiple intelligences among a sample of primary school teachers in Minya, Egypt: بروفيلات الذكاءات المتعددة لدى عينة من معلمي المرحلة الابتدائية بمدينة المنيا بمصر

This study aims at identifying the level of multiple intelligences (linguistic- logical/mathematical- spatial- motor- musical- interpersonal- social- natural- existential) among primary school teachers. It also aims at revealing the multiple intelligences profiles according to gender (male- female). The study used the descriptive method, and for data collection, the researcher applied the multiple intelligences scale (prepared by the researcher. The research sample comprised of (218) primary school teachers. Results demonstrated that the degree of intelligences) logical/mathematical- spatial- interpersonal- social- motor existential (by primary school teachers was high while the (linguistic – social- natural- musical intelligences) possession level was medium besides, existential intelligence was in the first order of multiple intelligences profiles for both males and females, while the order of other intelligences differed between both genders. In light of the research results, recommendations and further suggestions for raising and developing the level of multiple intelligences of teachers were presented.

College Majors and their Harmony with Students’ Multiple Intelligences

This study aims to explore the harmonisation of scientific specialisation for undergraduate science students using multiple intelligences (MI), their relationship to academic achievement (GPA) and the students’ attitudes towards science. The sample consists of 198 male and female students chosen randomly from different year groups in the departments of physics and chemistry at Al-Qunfudah College at Umm Al-Qura University in Saudi Arabia. The study used a tool to survey MI and a questionnaire to measure the sample’s attitudes towards science. The researcher obtained the students’ GPAs from the college administration department. The results showed that the ranking of intelligences for the sample, respectively, was existential, logical, interpersonal, kinaesthetic, naturalistic, visual, intrapersonal, linguistic and musical. There was consistency between the levels of students’ MI with their science specialisation. There was no significant correlation between the levels of study, GPA variables and attitudes towards science. There was a significant and positive increasing correlation between GPA and each of the following MI: logical, intrapersonal and existential. There was a significant difference between attitudes towards science in favour of chemistry, a significant difference between the medians of existential intelligence in females and a significant and positive increasing correlation between the attitudes towards science and existential intelligence.

The Multiple Intelligences Dimension In Indonesia`s Religious Education

The implementation of the 2013 curriculum as a reference in the education process in Indonesia also impacts on the learning model of religious education. The current education curriculum accommodates students' multiple intelligences. This paper aims to uncover the dimensions and implementation of Islamic Religious Education (PAI) curriculum based on multiple intelligences at the Elementary School level. This study uses a qualitative approach to the type of library research. The results showed that the dimensions of multiple intelligences in the 2013 PAI curriculum at Elementary School level can be seen through the classification of nine intelligences (according to Howard Gadner) in each section of core competence. Spiritual competence contains existential intelligence. Social competence is related to interpersonal and intrapersonal intelligence. In the aspect of knowledge includes logical-mathematical intelligence, linguistic intelligence, musical intelligence. On the other hand, competency skills contain visual-spatial intelligence, kinesthetic intelligence, and naturalist intelligence. Implementation of the concept of multiple intelligences in PAI 2013 curriculum learning can be done by recognizing students' multiple intelligences; preparing a draft of learning; develop learning models, and determine the multiple intelligence-based assessment models in the 2013 PAI curriculum at Elementary School level.

The Relation between Level of Multiple Intelligences and Students' Academic Achievement at the College of Science and Arts in Al-Qaseem University – Arrass – KSA

This study aimed to identify the level of multiple intelligences among male and female students of the Faculty of Science and Arts in Arrass, in the KSA and the relation between students' level of academic achievement and the multiple intelligences. To achieve the study objectives, the descriptive method was used, applying the Nile Douglas's scale of multiple intelligences after having been tested on the Saudi environment; and its coefficients of validity and stability were calculated. The study sample was (370) male and female students of the (fifth, sixth, seventh and eighth) levels. The results showed that the overall mean of multiple intelligences was (2.76). It was found that the most common intelligences among students were in this order (from high to low): social intelligence, physical intelligence, logical-mathematical intelligence, linguistic intelligence, personal intelligence, spatial intelligence, existential intelligence, and natural intelligence. The results also showed the existence of gender differences in the personal (self) intelligence, spatial-spatial intelligence, in favour of females, and differences in logical-mathematical intelligence in favour of males. The results also found a significant relation at the level (α ≤ 0.05) between the study level and the linguistic-verbal intelligence and the personal-subjective intelligence. The results also showed a function relation at the level (α ≤ 0.05) between the specialization and the linguistic-verbal intelligence, the logical-mathematical intelligence, and the natural intelligence.
 Keywords: academic achievement, specialization, multiple intelligences, study level.

Multiple Intellegences of Social Sciences and Linguistics Students Grade X Crossing Biology Interest

Multiple intelligences are the development of intelligence of the brain or intelligence quotient (IQ), emotional intelligence or emotional quotient (EQ), and spiritual intelligence or Spiritual Quotient (SQ). The intelligence consists of nine levels of intelligence is known as the Multiple Intelligences (MI) which includes: linguistic intelligence, mathematical-logical intelligence, visual spatial intelligence, physical-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalist intelligence, and existential lntelligence. This theory shows that there is no human activity that uses only one intelligence, but uses all intelligence that exists in humans. Intelligence is a single talent that students use in situations of solving any problem. Every student has a different intelligence. This is because there are several factors that influence it, namely the hereditary factor, interest factor, formation factor, maturity factor, and freedom factor.This research are descriptive study which aims to reveal the level of MI of social sciences and linguistcs student grade X crossing biology interest at SMAN 1V Koto KampungDalam. Results of the study, it was faund that the most dominant intelligence in social science students is naturalist intelligence. In the linguistics scienscestudents, the most dominant intelligence is existential intelligence.

An Experimental Study on Factors Influencing the Musical Intelligence of Young Adolescents

In order to confine the full array of abilities and talents that people possess, Gardner theorizes that people do not havejust an intellectual capacity, but have many different kinds of intelligence, including intrapersonal, logicalmathematical, naturalistic, body-kinesthetic, musical, interpersonal, spatial-visual, existential and linguistic intelligences. According to Howard Gardner, people who are musically intelligent have good thinking in patterns, rhythms and sounds. Such entities have a strong appreciation for music and often they are good at musical composition and performance. By keeping in view above facts, this study was designed to identity the types of multiple intelligences among young adolescents along with, to assess the effect of various human ecological factors (as stated by Bronfenbrenner) on Multiple Intelligences of secondary level students. To achieve this aim, standardized Multiple Intelligence Assessment Tool developed by Kaur (2006) was implemented on a sample consisting of 200 students from higher secondary schools of both areas of Mahendergarh (Haryana), i.e., rural and urban. Results revealed that fathers' education and occupation, residence of location and relationship with the peers of the young adolescents were observed to be significantly associated with musical intelligence of the respondents. Other variables had no significant association with the musical intelligence of the young adolescent girls.

MULTIPLE INTELLIGENCE BASED-EDUCATION Mewujudkan Indonesia sebagai Bangsa Para Juara

This article discusses on the urgence of multiple intelligences-based education. In education, the multiple intelligences approach is very relevant to the spirit of education as a process of humanizing human being. Everyone should be served individually because he/she has different potential. Therefore, indicator of achievement is depended on the individual uniqueness. There is no single indicator on achievement. The multiple intelligences highlightes there are nine kinds of intelligence, namely linguistic intelligence, logical-mathematical intelligence, rythmic-musical intelligence, visual-spatial intelligence, bodily-kinesthetic intelligence, intrapersonal intelligence, interpersonal intelligence, natural intelligence, and existential intelligence. Through this approach, the educational process should be able to produce many champions suitable of each potential

Pembinaan dan Pengembangan Kompetensi Generik Calon Guru bagi Meningkatnya Daya Saing Berbasis Multiple Intelligences Theory (MIT)

The paper want to develop and strengthen the generic competence of MI/PGSD teachers to improve competitiveness based on Multiple Intelligences Theory (MIT). This research is research and development. Testing the validity and reliability of the research results, it is known that the croanbach alpha value of each construct of generic skills from the construct of learning skills, thinking skills, technology skills, estimating skills and facilitator skills is above 0.6 with each alpha croanbach value is 0.76, 0.76, 0.83, 0.84, and 0.79. and for each construct of various intelligence (MIT) from the construct of verbal linguistic intelligence (0.79), logical mathematical intelligence (0.83), spatial verbal intelligence (0.88), physical kinetic intelligence (0.82), musical intelligence (0.85), interpersonal intelligence (0.85), intrapersonal intelligence (0.79), naturalist intelligence (0.89) and spiritual (existential) intelligence (0.89). When for objective questions the reliability value of Kuder Richardson 20 is 0.73 and for the short questions the short essay is 0.78. Thus, instruments that have been developed and developed by researchers have good validity and reliability, this means that these instruments are credible and effective in improving generic skills and various intelligence (MIT) in the prospective teacher.

English

Existential intelligence is often neglected in literature, especially at the tertiary level. Therefore this study aims to identify the degree of existential intelligence in a sample of graduate students at the World Islamic Sciences University in Jordan. In addition, the study aims to find out whether this degree differs according to a number of variables. The study sample comprised 56 male and female Faculty of Educational Sciences graduate students of 2017/2018 academic year. In order to achieve the objectives of the study, existential intelligence scale was used after the scale’s validity and reliability was examined. The results indicated that the total degree of existential intelligence among graduate students at the Faculty of Educational Sciences at World Islamic Sciences University was average (medium). Furthermore, the results revealed that there were no statistically significant differences in the degree of existential intelligence due to gender, specialization and years of experience, marital status, and work position variables at the significance level of pi‚£0.05. Key words: Existential intelligence, World Islamic Sciences University, Graduate students.

Students’ multiple intelligences in video-assisted learning environments

Many educators who advocate the use of multiple intelligences theory are claiming its efficiency in teaching practice across various education settings and modes. Despite its claimed potential to enhance teaching and learning through increased attention to students’ learning styles and preferences, the use of this theory seems to be largely ignored in higher education settings. In providing an optimal learning environment for learners, educators need to understand students’ prior experiences and current perceptions, in order to make best use of digital technology affordances to improve student learning. This mixed-methods research focuses on the differences in students’ MI according to age and gender and students’ perceptions of the value of online videos and reports whether employing various types of videos within a learning module could increase and support learning needs and intelligences of students. The quantitative findings of the study revealed that students are higher on Intrapersonal intelligence and lower in Existential intelligence. Bodily-Kinesthetic and Verbal-Linguistic intelligences were also found as other highly developed intelligences of students. In addition, significant differences between the MI profiles of the students and their age and gender categories were found. The qualitative phase of the study revealed that videos could address students’ various intelligence types and abilities. Students also reported that video integration could improve their learning abilities and experience.

Jogos digitais em contextos educacionais e as inteligências múltiplas: aproximações e contribuições à aprendizagem

Saber lidar com telas digitais e novos artefatos envolve várias habilidades e diferentes inteligências. Nesse contexto, o presente trabalho tem como objetivo identificar o exercício das múltiplas inteligências nas possibilidades educativas de uso dos jogos digitais. Para tanto, realizou-se uma pesquisa exploratória de abordagem quantitativa, por meio da aplicação de um questionário com 58 alunos do Curso de Extensão em Formação Continuada em Conselhos Escolares para avaliação da experiência de uso de um jogo educativo previsto como atividade. Os resultados revelaram, segundo a percepção dos cursistas, que a inteligência relacionada à matemática e o raciocínio lógico foi a mais utilizada, seguida pela inteligência existencial, a abstração e inteligência espacial e a coordenação motora. Este reconhecimento do exercício das múltiplas inteligências na interação com jogos digitais reforça seu potencial educativo e as diferentes possibilidades pedagógicas de uso.

Profiles of Students’ Study Processes and Dominant Intelligences in the Faculty of Sport Sciences

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Multiple Intelligences as a Factor to Studentss Study and Thinking Skills Performance

The main purpose of this study was to investigate the effect of multiple intelligence to the study and thinking skills performance. To achieve this objective, the first year students in Mindanao University of Science and Technology for the first semester of 2014-2015 were the respondents of the study. The study employed descriptive quantitative research. Simple random sampling was used to select the respondents of the study. In identifying the respondents’ multiple intelligence, the Multiple Intelligence Inventory adopted from Walter McKenzie (2014) was used. It consisted of 10 questions for each section of the identified nine intelligences (Naturalist, Musical, Logical, Existential, Interpersonal, Kinesthetic, Verbal, Intrapersonal, and Visual). The inventory was given at the start of the semester. On the other hand, the study and thinking skills performance, the dependent variable in the study, was based on the final grade students gained at the end of the semester which was obtained from the students’ record in the register. The data were examined and interpretational analyses were made. Statistics used were frequencies, means, standard deviation, correlation analysis, and linear regression. As revealed in the study, there was a significant positive linear correlation (p= 0.002) of students’ existential intelligence and their study and thinking skills performance and a high (p = 0.050) significant positive linear correlation of students’ logical intelligence and their study and thinking skills performance. Furthermore, it was found out that there was a significant positive effect (p= 0.038) of multiple intelligences to study and thinking skills performance. Such findings encouraged the researcher to forward the importance of a thorough consideration of the students’ intelligence in the planning of study and thinking skills lessons that will be given to students in order to achieve optimum development in their college study.

Multiple Intelligences, Motivations and Learning Experience Regarding Video-Assisted Subjects in a Rural University

This study investigates multiple intelligences in relation to online video experiences, age, gender, and mode of learning from a rural Australian university. The inter-relationships between learners' different intelligences and their motivations and learning experience with the supplementary online videos utilised in their subjects are investigated. These videos were accessed by students using a variety of digital devices, including mobile devices and in lecture theatres. Quantitative responses using online surveys were collected from 111 students. Measures included McKenzie’s Multiple Intelligences Inventory and the Online Video Experience Inventory. The Online Video Experience Inventory resulted in two sub-scales, namely, motivation and learning experience. Overall multiple intelligences was significantly positively correlated with learning experience but not student motivation. Although the findings revealed a significant difference between the MI profiles of respondents and their age category, it was revealed thatall students are lower in Existential intelligence. Further analyses between gender and the MI subscales also indicated significant differences between gender and Logical-Mathematical and Intrapersonal intelligences. However, a negligible significant relationship was found between the two sub-scales of the Learning Experience Inventory and age of the participants.

ВПЛИВ ХУДОЖНЬО-ЕСТЕТИЧНОГО ВИХОВАННЯ УЧНІВ НА РОЗВИТОК МНОЖИННОГО ІНТЕЛЕКТУ

The article describes how artistic and aesthetic education of schoolchildren affects intelligences defined by the distinguished American psychologist Howard Gardner. It is described that verbal-linguistic intelligence can be developed through acquaintance with the best examples of prose, drama and poetry as well as engagement of schoolchildren to express their own ideas and opinions. Arts also contribute to development of logical-mathematical intelligence, e.g. it helps to calculate precise proportions during painting and define clear perspective. Visual-spatial intelligence is closely related to imagination and transferring the imagined objects into reality contributes to development of this type of intelligence. Bodily-kinesthetic intelligence is associated with movements. Children are extremely active, that is why it is necessary to direct this energy into something useful, e.g. dancing or drama. As for musical-rhythmic intelligence, there is no better way to develop this type of intelligence as with the help of listening to music, singing songs, playing musical instruments and creating one’s own pieces of music. Interpersonal and intrapersonal intelligences contribute to the state of harmony with oneself and each other. Naturalistic intelligence is connected with communication with nature, and the process of artistic education contributes to the ability to see beauty in the nature, evaluate and protect it. Finally, existential intelligence relates to philosophical speculations about one’s own life and works of art can help to look at the life from the other perspective. In such a way, the importance of teaching arts and through arts in the process of developing multiple intelligences is emphasized. Besides, some difficulties that can impede the development of certain types of intelligence are identified (absence of necessary resources, historical, cultural, geographical, family and situational factors). The defining role of culture in the development of multiple intelligences is pointed out, as well as the fact that each culture possesses all the defined types of intelligences to some extent. To crown it all, it is emphasized that every child has the ability for a high level of development of any kind of intelligence under proper conditions, presence of skilled instructors and motivation.

Gardner’s Multiple-Intelligences Profile and Its Relationship with Academic Performance (Students of Tabriz University of Medical Sciences/Academic Year 2014-2015)

Background: Gardner’s Multiple-Intelligences profile can serve as a powerful instrument for assessment of learners' abilities and aptitudes. The present study aimed to obtain the Gardner’s Multiple Intelligences profile of students of Tabriz University of Medical Sciences (TUOMS) in the academic year 2014-2015 and examine its relationship with their academic performance. Methods: This cross-sectional descriptive-correlational study was conducted on medical, nursing and midwifery students of TUOMS in the academic year 2014-2015. Data was collected by administering Gardner’s Multiple Intelligences Developmental Assessment Scales to 150 subjects selected by non-probability convenience sampling. Academic performance of students was evaluated by their average grades. Data was analyzed by SPSS19 using multiple regression. Results: Medical students scored highest in existential intelligence (18.42 ± 4.67) and intrapersonal intelligence (16.74 ± 4.15) and scored lowest in musical intelligence (12.54 ± 3.99) and bodily intelligence (13.66 ± 4.46). Regression analysis showed that verbal intelligence (P= 0.004, β = 0.392) and existential intelligence (P= 0.014, β = -0.327) were the only Gardner intelligence components that can explain the students' academic performance with statistical significance. Conclusion: The results showed that among Gardner’s Multiple-Intelligences, existential, intrapersonal, interpersonal, and verbal intelligence contribute the most to the selection of medical sciences as the path of education, and that verbal intelligence is associated with academic success. The results of this study can be employed as an applied knowledge to improve the quality of education counseling to be provided for future medical students.

On the relationship between multiple intelligences and self-actualization among Iranian EFL learners

The present study aimed at taking steps to draw language instructors to new educational approaches in foreign language learning context in which the learners’ potentials concerning target language skills are realized at their maximum rate. To that end, the researchers opted to investigate the correlation between multiple intelligences theory and self-actualization to find out if any of the intelligence types as well as total multiple intelligence scores are significantly related to learners’ self-actualization. To collect the data, 278 junior students majoring in English language teaching and English literature at B.A. level were randomly selected from several universities of Razavi Khorasan province, Iran to answer the questionnaires. After the two completed questionnaires of multiple intelligences and short index of self-actualization were collected, the data were analyzed by Statistical Package for the Social Science (SPSS) software. The results revealed that among nine multiple intelligence types; naturalist, linguistic, logical-mathematical, intrapersonal, and existential intelligences are significantly related to self-actualization. Furthermore, it was demonstrated that there is a statistically significant relationship between total multiple intelligence scores and self-actualization. Finally, multiple regression analysis was run to find out the intelligence type that makes the most contribution to the prediction of self-actualization. The results showed that intrapersonal intelligence is the best predictor of self-actualization which uniquely explained 6.8 percent of the variance in self-actualization score.

‘영성지능(실존지능)’를 통한 대학인성교육에 관한 연구 - 강남대학교 중심으로 -

‘영성지능(실존지능)’를 통한 대학인성교육에 관한 연구 - 강남대학교 중심으로 -

PENGEMBANGAN KECERDASAN JAMAK PADA ANAK USIA DINI

<p>Multiple intelligences development in early childhood is a learning process that will be developed by early childhood educators in the implementation of learning educators who want to teach a subject matter, then the educators to teach in accordance with the trend of learning styles of learners. Because in one classroom there are some students who each have different intelligences. This research on multiple intelligence development in early childhood.</p><p> </p><p>The purpose of this study were (1) to determine the definition of multiple intelligences; (2) to determine the types of multiple intelligences; (3) to implement learning activities focused on the development of intelligence plural (multiple intelligences).</p><p> </p><p>This paper use a qualitative approach (library research). It try to gain an understanding of the holistic about the problems being faced by the reality (Sugiyono (2010: 1). The method of this study appeared as a paradigm shift in looking at reality or phenomena or symptoms.</p><p> </p><p>Every school should be able to develop intelligence potential of each child. Paradigm of intelligence and child's success is only assessed on IQ or mark, whereas the concept of multiple intelligences is, Howard Gardner argues that each student is intelligent. And intelligence is not just one, but plural. The type rather than the multiple intelligences include, among others: (1) Intelligence of logic or mathematics is the intelligence in terms of numbers and logic. ; (2) The language or linguistic intelligence is the intelligence of word processing, or the ability to use words effectively both orally and in writing. ; (3) visual-spatial intelligence is one part of the plural intelligence which is closely linked to the ability to visualize images; (4) musical intelligence is the ability to handle musical forms; (5) Physical intelligence is an intelligence which currently use are capable of doing great movements, such as running, dancing .; (6) The naturalist intelligence is the expertise to identify and categorize the species (flora and fauna) in the surrounding neighborhood .; (7) intrapersonal intelligence is the ability of ourselves to think reflectively; (8) Interpersonal intelligence is to think by communicating with others; (9) an existential intelligence is the ability to feel and appreciate the variety of spiritual experiences on the appropriate lesson or understanding of faith in God.</p>

A Comparative Study of Multiple Intelligences of Students with Respect to Grades

The purpose of the paper is to study and compare the Multiple Intelligences of girls and boys studying in VII and IX grades. The nature of study was descriptive. Two stage sampling was used to select sample. The sample of the study constitutes 4577 students in which 2010 were from grade VII and 2567 students from grade IX. Analysis of Variance (ANOVA) was used to find the significant difference in the multiple Intelligences of students with respect to grades. The findings shows that there is a significant difference in the multiple Intelligences of grade VII and IX students. The mean scores indicate that IX grade students were found to be high on Bodily Kinesthetic, Interpersonal, Intrapersonal, Musical, Naturalistic and Existential Intelligence than VII grade students. The inter-correlation between different types of Intelligence was calculated with respect to grades. It was found that the coefficient of correlation between different types of Multiple Intelligences were high in case of grade VII students in comparison to grade IX students. Profile Analysis was used to derive an inference about the level of multiple intelligences of students with respect to grades. The findings showed that IX grade students i.e. girls and boys were found to be high on all types of Intelligences than VII grade students i.e. girls and boys. Suggestions and implication of the study were discussed.