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| Autor/in | Kerka, Sandra |
|---|---|
| Institution | ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. |
| Titel | Multiple Intelligences and Career Development. Trends and Issues Alert No. 8. |
| Quelle | (1999), (4 Seiten)
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| Reihe | ERIC Publications |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Bibliografie; Adult Education; Career Choice; Career Counseling; Career Development; Career Education; Education Work Relationship; Epistemology; Influences; Multiple Intelligences; Secondary Education; Self Concept; Self Esteem; Theory Practice Relationship; Trend Analysis |
| Abstract | According to the theory of multiple intelligences (MI), intelligence is a set of abilities, talents, and skills in eight areas: mathematical-logical, spatial-visual, bodily-kinesthetic, musical-rhythmic, verbal-linguistic, interpersonal, intrapersonal, and naturalistic. All humans possess these intelligences in varying degrees, and most people can develop all of them to a degree of competence. Because the MI theory was formed in part by examining people's performance of jobs and tasks, MI profiling and learning activities should be useful in career choice and career development. The use of MI theory can assist the career development and counseling process in three ways: self-knowledge (awareness of MI strengths and weaknesses adds to the self-knowledge required for successful career choice); expansion of career possibilities (adults involved in MI activities broadened the parameters of their career choices); and enhancement of self-esteem (at-risk students and adults who may not have experienced career success have benefited from recognizing their intelligence and identifying jobs matching their strengths). Issues in the use of MI include the following: not "labeling" people by their preferred intelligences, not matching intelligences to careers too early, and encouraging individuals to develop less-preferred intelligences. (An annotated bibliography that contains 21 references constitutes approximately 75% of this document.) (MN) |
| Anmerkungen | For full text: |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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