Cognitive Development and Creativity in a Navajo University Student: An Explorative Case Study Using Multiple Intelligence Perspective

Autor/in	Massalski, Dorothy Clare
Titel	Cognitive Development and Creativity in a Navajo University Student: An Explorative Case Study Using Multiple Intelligence Perspective
Quelle	(2009), (261 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Arizona
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1095-2622-6
Schlagwörter	Hochschulschrift; Dissertation; Multiple Intelligences; Creativity; Fine Arts; Academically Gifted; Talent; American Indians; Educational Anthropology; Cultural Differences; Learning Processes; Cognitive Development; Case Studies; College Students; Metacognition; Spatial Ability; Language Aptitude; Navajo (Nation) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Intelligenz (Psy); Kreativität; Bildende Kunst; Begabung; Hochbegabung; American Indian; Indianer; Pädagogische Anthropologie; Kultureller Unterschied; Learning process; Lernprozess; Kognitive Entwicklung; Case study; Fallstudie; Case Study; Collegestudent; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Räumliches Vorstellungsvermögen; Sprachbegabung; Spracheignung
Abstract	Intelligence and creativity are concepts used to describe the efforts of human beings to achieve the highest aspirations of the human brain-mind-spirit system. Howard Gardner, intelligence and creativity researcher, applied his Multiple Intelligence theory to case studies of creative masters from seven intelligence domains developing a template for research: "Life Course Perspective: A Framework for Creativity Analysis". The framework consists of four sections: Child and Master, Creation of a Work, an Analysis of Creativity, The Creator and the Field, and Fruitful Asynchronicity. This case study uses Gardner's framework in examining cognition and creativity in a Navajo/Dineh university student creating in fine arts and nominated in bodily-kinesthetic and intra-personal intelligence. This explorative case study reveals that he also excels in other intelligence domains: linguistic and spatial. Meta-cognitive interviews with the case study subject, and his notebooks provide the data sources concerning his cognition and his creativity. Indigenous educators and researchers assert that there is a discernible difference in perspectives concerning western science conceptions and Indigenous experience. This research discovered points of resonance as well as tangential trajectories of cultural difference from Gardner's research conclusions. Discoveries in this exploration confirm the importance of culture and "zeitgeist" in knowledge development, pedagogy, schooling and the creativity process. Emerging themes emanating from these discoveries are "Child of the Holy People, Sacred Geography, and Fruitful Asynchronicity and the Indigenous Perspective". Conclusions from this inductive research support Gardner's framework in the cultural study of cognition and creativity, underscores the value of Multiple Intelligence theory, and provide examples of praxis consonant with Indigenous learning processes for Gifted & Talented Education. The American Indigenous symbiotic and synergetic perspectives are novel in the examination of intelligence and creativity in the American education system. The American Indian perspectives are possibly prophetic as they proceed beyond culture and Gifted education intersecting and informing other fields: psychology, educational anthropology, philosophy, and Indigenous studies both in American populations as well as Indigenous gifted students worldwide. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10