I’ve been talking a bit about EIC (Environment as Integrating Context for learning) recently, but I’d like to shed some light on other important theories and ideas about education.
Multiple Intelligence Theory
Developed by Harvard psychologist Howard Gardner, the Multiple Intelligence (MI) theory proposes the idea that there are many different kinds of intelligence; while most people have most or all of these intelligences to some degree, some intelligences usually dominate. The theory currently lists 9 different intelligences: Bodily/Kinesthetic (related to sports, physical activity); Interpersonal (social skills); Intrapersonal (introspective, self-knowledge); Linguistic (language, reading, writing); Logical/Mathematical (numbers, logic puzzles, strategy); Musical (ability to play, read, and/or write music); Spacial (visual and spacial understanding, graphics, artistic ability); Naturalistic (ecology, gardening, interacting with nature); and Existential (philosophy) (1). Many of these intelligences are largely ignored by traditional schools– particularly Intrapersonal, Bodily/Kinesthetic, Naturalistic, and many aspects of Spacial Intelligence. Each of these is important in designing a program– though Naturalistic Intelligence has the greatest implications for my project.
The Power of Art
A wide range programs have been developed to help troubled and at-risk youth– from midnight basketball to service clubs to nature retreats. Stanford researcher Shirley Brice Heath has found, however, that art programs are among of the most effective in helping the most at-risk teens turn their lives around. Art programs engage youth in more complex interactions, from planning to collaboration to constructive criticism; these experiences help them build the skills they need to improve their lives, while artistic expression catalyzes emotional change and maturity (2). (Midnight basketball and other sports programs, by the way, often effectively decrease youth crime rates– but only while games are in session). Despite this, art programs in and out of schools constantly struggle to remain funded.
Collaborative Leadership (Manito-wish model)
Collaborative Leadership is a leadership model that relies not on leading others, but on working together as a leadership group– donating one’s strengths while empowering others to do the same. While these skills are widely applicable, the Leadership Program at Camp Manito-wish teaches them in a wilderness setting, where reliance on teammates is key, and problem-solving is a near-constant activity. The seven qualities of a collaborative leader, as outlined by the program, are:
- Build a shared vision
- Build models…try it, change it, try it again
- Share a common space with others
- Let others amplify your abilities
- Know that followership and leadership go together
- Don’t collaborate to turn out the lights
- Celebrate successful collaborations
I have both used and facilitated this leadership model in many situations, and I believe it is well-suited not only to the type of program I am developing (EIC), but to the integrated design process necessary to implement it.
Magnet Schools
Magnet school programs are schools with specific academic focus or nontraditional academic approach (such as the arts, sciences, Montessori, etc) that attract students from outside of their traditional districts (though they also admit neighborhood students). When placed in urban, and specifically low-income, environments, these schools help to desegregate neighborhoods and school districts (4). Portland has limited magnet schools in the past, but in light of recent school district changes that reinforce socioeconomic segregation (5), I believe such measures would help Portland spread racial and socioeconomic diversity.
Sources:
(1) Close, Dan. “Multiple Intelligence Theory.” Educational and Social Problems: An Ecological Model (EDST 111). University of Oregon, Eugene, Oregon. 20 Apr. 2010. Lecture.
(2) Glass, Ira. “What You Lookin’ At?” This American Life. Public Radio International. WBEZ, Chicago, 18 Dec. 1998. <http://www.thisamericanlife.org/radio-archives/episode/118/what-you-lookin-at>.
(3) “Leadership Programs.” Camp Manito-wish YMCA. Web. 23 Nov. 2010. <http://www.manito-wish.org/programs/leadership.html>.
(4) Chen, Grace. “What Is a Magnet School?” Public School Review. Public School Review LLC, 04 Dec. 2007. Web. 23 Nov. 2010. <http://www.publicschoolreview.com/articles/2>.
(5) Hammond, Betsy. “Remade Portland High Schools Would Remain Socioeconomic Haves, Have-nots | OregonLive.com.” Oregon Live.com. Oregon Live, 19 Nov. 2010. Web. 23 Nov. 2010. <http://www.oregonlive.com/portland/index.ssf/2010/11/remade_portland_high_schools_w.html>.
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