Tuesday, 9 May 2023

‘LOGOS’ ‘LOGOS CHRISTOLOGY’

 Introduction

The mystery which lies in the foundations of Western civilization is that of logos. Logos is the only word which defines all epochs in the history of humankind. Greeks invented and preserved logos in its many original forms, and then transmitted it to the Christian cultures, which adopted Logos in all its various meanings. The word Logos originated from the four schools of Pre Socratic period; the Ionic, the Pythagorean, the Eleatic, and the Sophistic. The distinctive peculiarity of the pre-Socratic period is marked in the isolation of the three branches which were afterwards united in Greek Philosophy: by the Ionians, Physics; by the Pythagoreans, Ethics; by the Eleatics, Dialectic: By Sophistic. The word Logos undertook different meanings in each period of these schools and it was adopted by Christian Apologists and writers. This paper tries to understand the meaning of the word, how it was used by the Greek philosophers in their writings, then the usage by Apologists with reference to the writings of Justin Martyr.

1. The Concept of Logos in Greek Philosophy

1.1. The Primitive Meaning of the Greek Word Logos: Homer

The noun form of Logos is generated from the Greek verb λογείων, which has many meanings. The oldest meaning of this verb is to collect, to bring together. Later, in many classical and modern Greek texts it means to count or to be reckoned and in the Modern Greek language, is to speak, to talk or to say. From the latter meaning of the verb λογείων, logos acquired its late meaning of ‘speech’ in the written and spoken language. However, there is a lot of hesitation among experts in this particular area concerning the early meaning of this verb when the noun logos was generated. Homer’s epic poems employ the verb λογείων in its late meaning and this generated the noun λόγος.The noun logos λόγος appeared only twice in Homer’s epic poems; once in The Iliad and once in The Odyssey.

For Homer λόγος means thoughtful and persuasive word.[1] In his writing the word logos does not refer to god. According to him the religious consciousness the word ‘god’ (θεός) always means an object of worship, and this is just what distinguishes the gods from other immortal and powerful beings (ισχυρά όντα). In the Iliad of Homer clearly used by this sense.[2] Homer’s Hymn’s began a new age of worship on polytheistic gods. When men felt a real need for worship, the worship of two agricultural gods come into importance, Demeter and Dionysos.[3] λόγος

1.2. Logos as Universal World of Awakening; Heraclitus the Obscure

Heraclitus introduced the term logos in his philosophy. The logos in his teaching had a complex meaning, which was difficult also for his contemporaries to understand. For Heraclitus, the logos is ‘the one and the common world’ for all people. The logos, in this place probably expresses the law (νόμος) of existence, which is immanent in all things. This law of existence holds sway to the extent that it wishes, and suffices for all, and still left over. The same logos directs people to think reasonably, because: ‘thinking is common to all’. Although logos is the reason in virtue of which people have cognition of universal law, escape ascertainment because of people’s lack of belief. The people lack confidence that they are capable of cognition of that law, or they are stupid and 'become worked up over every statement.[4] Heidegger tries to use the logos of Heraclitus as a means for establishing his own teaching about the truth. According to Heidegger the truth belongs to the logos, i.e. truth only appears through the logos.[5]

Apart from this logos, which is the law (νόμος), understood by mind (μυαλό) and it can be called the logos of understanding, there are other meanings of logos also. The logos at the same time unites opposites. The logos is one which connects the opposites of all beinghood. About this harmony and unity Heraclitus speaks in the following words: ‘All things are one (όλα είναι ένα)’. In other words the logos of gathering because it arranges all things.[6]

Heraclitus mentions logos of the soul: ‘One would never discover the limits of soul, should one traverse every road - so deep a measure does it possess, and soul possesses a logos which increases itself. This logos of soul can be the human mind according to which man acts, and in that way participates in the logos as cosmic constitution. The logos of soul is increasing in the measure in which man reveals and understands the great logos. The multiplicity of knowledge does not reveal the real knowledge about things, about the whole world and about how to act according to logos. Rather, logos of the soul, through which we arrive at the universal principle, reveals real knowledge.[7] He identifies logos with fire: ‘This logos, in material aspect, must be a kind of fire.

Heraclitus’ concept of the Logos from which the stoic Logos concept is derived meant in a similar way the law that reigns supreme over what happens in the world and which consolidates the world into a unity. The Platonic understanding of the Logos as the guide to true being was quite different. In the Platonic school the Logos was not conceived pantheistically as the law holding the cosmos together, but as a middle being between the transcendent god and the world. The same is true in Philo and in the apologists. However, in the Logos concept is combined with certain Stoic elements. On the one hand, the Logos occupies a middle position between the Most High God and the world- this is the Platonic element.[8]

1.3. Why is there Something and not Nothing; Parmenides

Logos is not so frequently mentioned in Parmenides’, but it plays a very important role in his poem. Parmenides introduces the logos as a means by which the decision can be made, the decision made by the logos would be only one, because it is not determined by just one opportunity but the logos suspended the choice and directed us to only one solution. The solution is only one as very truth is only one also.[9]

The Greek verb ‘to talk’ (λογείων), from which is generated the noun logos, indicates something existing. In this case, speech about nothing or nonbeing is not possible. On the other hand, talking was distinguished from the mere pronunciation of voices, because it is meaningful, whereas ‘talking nothing’ is meaningless. The well-known fragment of Parmenides, where says: ‘...because the same thing is for thinking and for being (το ίδιο πράγμα είναι για σκέψεις και για ύπαρξη)’ indicates that the logos directs not only to true thinking and speaking, but also according to the logos men decide true being. Parmenides tries to assert that only being (μόνο ύπαρξη) is and only being can be the object of thinking and speaking.[10]

1.4. The Logos of Dialectics; Plato

Heraclitus and Parmenides are not the only thinkers, in whose teachings the notion of logos found a respectable place. The notion logos was in usage in the writings of other philosophers in this epoch. The decrease of interest in cosmology and an increase in searching for the authentic truth of being, which came with the Sophists, was projected onto the conception of logos. The subjectivism and relativism of the Sophists brought flexibility in conceiving of logos. In the teaching of sophistic thinkers, the logos has the meaning of proper reason (σωστό λόγο). This reason is located in the realm of speech (ομιλία) and it served to be divided into elements and used for conclusions.[11]

Logos acquired a very significant place in the philosophy of Plato. The logos appears in many places and very often with different meanings. Plato’s usage of logos projects exactly the ‘hybrid character’ of his philosophy. Namely, the logos very often is taken in the meanings in which it appeared in the teachings of Plato’s great forebears. His teachings combined the universal logos of Heraclitus with Parmenides’ logos of being, and the sophist’s proper reason with Socrates’ dialectics as the skill of arguing. Plato emphasized the distinction between myth and logos. He also re-established the relationship between logos and nomos. Nevertheless, his thought brought something new.[12]

Plato brought the idea of God into philosophy for the first time, and the form the doctrine took in his mind was that God was a living soul and that God was good. As much as that, but no more, he believed himself to have established by strictly scientific reasoning. Plato’s God is certainly a ‘personal’ god, as we should put it; for he is Mind existing in a living soul, but it does not follow that he is the ‘supreme being’.[13]

1.5. The Birth of Logos; Aristotle

Aristotle uses logos in the sphere of language and linguistical determination. For him, logos is one of the elements of linguistical[14] expression. Thus, every verbal expression has eight parts, and they are: letter, syllable, conjunction, joint, noun, verb, case and phrase. Aristotle explains what a phrase is by these words: ‘A phrase is a composite sound with meaning, some parts of which mean something by themselves’ or ‘A ‘phrase’ may be a unit in two ways; either it signifies one thing or it is combination of several ‘phrases”. This explanation is Aristotle’s definition of logos as meaningful speech which only man possesses. In Aristotle’s logic logos has the following meanings: notion, definition, statement, formula, argument, discourse, reason, judgment, sense and concept.[15]

Aristotle defines the logos as definition or formula if it determines something. He very frequently uses logos with the meaning of argument. For Aristotle logos or ‘a definition is a phrase signifying a thing’s essence ‘and’ in definition words ought to be rendered by account, if possible in every case, or if not, in majority’. In Aristotle’s Analytics logos has the meaning of conclusion, which is acquired from notions placed in the syllogistic relationship. The logos of Aristotle’s logic is the basis of being, which unites all things. His logos consists of the essential origin of the whole language and it determines the way of discourse as a logical discourse. According to his usage of logos in the ontological sense, we can understand Aristotle’s definition of the soul as human logos. The possibility of perceiving the world is equivalent to the possibility of logically relating to the world. The soul is divided into two parts according to logos.[16] Logos acquired its usage in Aristotle’s ethical and political writings too.

1.6. The Omnipresent Logos: The Stoics

In the system of Stoic thought, the term logos was widely used. Its usage was in logic, which was an autonomous discipline for the Stoics, as well as in their cosmology and ethics. They were very proud of the consistency and coherence of their system.[17] Logos is the immanent principle of law in the world and the Stoics identify it with God. It is the rational principle of the world and the source of all activity in the world. The Stoics also identify logos, which is cosmic and pneumatic power in some cases, with creative fire, and in other cases with Fate (μοίρα) or Providence (πρόνοια). God identified with logos is the active principle and governing force of the universe. The second principle in the cosmos is matter, which is incapable of any action of its own. The first creative act, the separation of matter into four elements, is not taken by logos, on the level of the universe logos is identified with the creative fire, which is the true nature of the universe.

Logos is material, as are the things which are the objects of its activity. The nature of man is different from the nature of the universe. Human nature is also characterized by logos. The duty of the logos in man is the development of his rational part on the level of knowledge of the logos of the universe. The logos of man is the same logos which is the governing force of the universe. Thus, the logos in man cannot complete his knowledge and fulfill his duty until it comprises the universe and man’s place in it. The logos in man develops as a distinctive principle as the child grows older. The knowledge of the orthos logos of universe is the common law, which is achieved in God[18]

Logos in its cosmic sense is interchangeable with ‘Fate’. The theory of ‘seminal reason’ probably caused this identification. Logos as the active principle contains in itself active forms. Those active forms are more aspects of Logos than individual entities. The material and divine forms are seeds, through the activity of which individual things come into being during the development of the world. Harmony among people is the product of the activity of these seeds, which mediate between the people and the universal Logos. These seeds influence the reasonable action in base matter and so fulfil the plan of God. Chalcidus claims that human decisions are completely pre-determined.

The Stoics abandon the duality of transcendent and immanent realms. Their philosophical system characterizes cosmological immanentism. But at the base of this immanentism lies a duality of the active principle, logos and the passive principle, matter. Everything in the cosmos is constrained by Logos, including man, whose acts are pre-determined.[19]

1.7. The Forebear of the Christian Logos: Philo

The Greek, philosophical conception of logos and the Christian conception of this term, appear one to another for the first time in the thought of Philo from Alexandria. In his writings, Philo used the term logos in 1306 places and in different senses. The whole thought of Philo is syncretistic and was influenced by the Bible, as well as the philosophical teachings, which were popular at that time in Alexandria. The translation of Old Testament into Greek (Septuagint) enabled Philo to read Moses and Plato in the same language. Philo made the effort to translate the biblical language into the language of Greek philosophy. According to Philo, the thing common to the two traditions, one Greek and the other Jewish, is their source from the divine Reason, i.e. from Logos. The reason why the biblical tradition and the Greek philosophy are not opposite is their birth from logos. The former is born from logos, which is projected in the human mind and the world, and the latter is born from the divine Logos, which reveals itself directly to the prophets.

According to Philo’s writings, we can make a conditional classification of the three groups, in which logos appears with the same or the similar meanings. Firstly, it came into Philo’s writings from Greek philosophy. Secondly, it was inspired by the Bible and the usage of the term logos in the Pentateuch of Moses. Thirdly, it originated from Philo himself. Philo used logos with the meaning of universal law, which is immanent in the world, maintaining order, harmony and beauty in the world. This usage of logos is identical to the usage of logos in the philosophy of the Stoics. Logos is universal Reason, which rules in the cosmos. According to the relationship between man and the world as the relationship of macrocosm and microcosm, one part of universal logos belongs to human mind. Philo was strongly influenced by Platonism.[20]

For Philo, logos is: ‘the original principle behind all principles, after which God shaped or formed the universe, incorporeal, and discerned by intellect alone’. Logos is the image of material creation, which remains incorporeal. In many places, Philo’s usage of logos was inspired by the bible. In Genesis, chapter one, the word of God initiates the acts of creation: ‘Then God said...’. The essential role of the word, which probably guides Philo, we can find in the following verses of Psalms: ‘By the word of the Lord the heavens were made

According to Philo, the word or logos is the instrument by which God creates the world from non-being. Logos is similar to God because it shares with God the basic divine attribute - the faculty of creating. God through the meditation of logos creates the world. The cause of the world’ is God, by whom it has come into being, its material the four elements, from which it was compounded, its instrument the word of God, through which is framed, and the final cause of the building is the goodness of the architect. The logos of God ‘is above all world, and is eldest and most all-embracing of created things. Logos is the image of God without visible shape and it is the immaterial world of ideas.

Philo identifies Logos with the first-born Son of God. According to this, logos is ‘the eldest son, whom the Father of all raised up, and calls him His first-born, and indeed the Son thus begotten followed the ways of his Father, and shaped the different kinds, looking to the archetypal patterns which that Father supplied logos is the instrument of God with the highest rank among other beings and it is a mediator between the transcendent God and the world.[21]

The Logos is the prototype of the world, or more precisely the essence of the prototypes of all things in the world, just as it itself is the image of the Father. Just as with Philo, the Logos especially appears inmen as rational beings, to be sure in varied degrees. The seeds of the Logos are effective in the whole of humanity. But only in Jesus Christ has the whole Logos to logikon to holon, appeared.[22]

2. Logos Christology

The merit of Logos Christology which had its origin with the Apologists of the second century asserted the differentiation of father and son within the Godhead.[23] The apologists understood the Logos concept primarily cosmologically but in the sense of Hellenistic philosophy rather than in reliance upon Gnostic conceptions. The Logos as the world reason, as the natural law holding the cosmos together, was a well-known concept in the educated Hellenistic world, above all in the form of the Stoic Logos concept. For the stoics, the Logos orders the world into the unity of a system by setting matter in motion and giving it form, just as the Logos in man establishes the unity of the soul.[24]

Thus for the apologists the relation of the Logos to God had to be closely connected with the creation of the world, as was already the case for Greek philosophy. Thus the relation between God and the Logos was thought through primarily in the context of the philosophical problem of the world’s origin, rather than in view of God’s historical revelation. This was merely applied to the revelation in Christ. Such a procedure has to involve the danger that theology would be enveloped by substantially alien philosophical presuppositions.[25]

Justin emphatically maintains, what is best in Plato and the other philosophers was imparted by the divine Logos, who did not withhold light even from those guides of the heathen. Christ, says Justin, “is the Logos (word) of whom the whole human race are partakers, and those who lived according to reason are Christians.”[26] Yet Justin’s particular idea of the Logos is not consonant with that of John, but corresponds to that of Plato and Philo. The Logos of Justin is not, as in the Palestinian sources, including John, the Word of God, but the divine Reason. The Logos, impersonal in God from the beginning, becomes personal, before all creatures, a certain reasonable Power, which is called by the Holy Ghost, Glory of the Lord, at other times Son, Wisdom, Angel, God, Lord and Logos. In the production of the Son God was not himself changed, more than a man’s mind is changed by the utterance of a word, or a fire lessened by having another fire kindled from it. He is the only begotten by the Father of all things. He is not an emanation as the light emanates from the sun.

The language of Justin implies that the inner nature of the Son is identical with that of the Father. The Son ship of Christ is thus traced back to the antemundane generation of the Hypostatic Logos. Moreover, the Logos, next to the Father, is the recipient of divine honors. He is associated with the father when it is said, “Let us make man in our own image” (Gen 1:26). It was the Logos who appeared in the theophanies of the Old Testament. Nevertheless, Justin does not fully succeed in taking Christ out of the category of creatures. He is begotten, or assumes a personal form of being, by an act of God’s will. He was generated from the Father “by his power and will”.[27] The Logos is another “in number,” but not in mind (or will). There is a personal distinction, but this is not eternal and it springs from an act of God’s will, anterior to the creation of the world. To the son is assigned the second place in relation to the eternal God. More over while the “unbegotten God” does not move, nor is he contained in any place, the logos enters into the limits of place and time.

Conclusion

The word logos originated in Greek language has many meanings, the Greek philosophers understood it in a diverse way and has used accordingly in their writings. Later at a point the word perceived divine meaning and at this stand point Apologists used this word in their apology to defend Christian faith from other religions. They do not fail to refer to the purity and elevation of Christian doctrines, in comparison with ethnic teaching. Justin’s interpretations of Christianity which sprang from his own reflection, under the influence of his philosophical bent. He attributed to God all the varied personal attributes and agencies which it is usual for Christian believers to ascribe to Him.[28]

Bibliography

Burnet, John. Greek Philosophy. London: Macmillan & Co Ltd, 1964.

Alleyne, S. F. A History of Greek Philosophy Vol. 1. London: Longmans Green and Co,   1881.

Fisher, George Park. History of Christian Doctrine. Edinburgh; T&T Clark, 1896.

Pannenberg, Wolfhart. Jesus- God and Man. London: SCM Press, 1968.

Jaeger, Werner. The Theology of the Early Greek Philosophers. London: Oxford University          Press, 1947.

Webliography

Vladimir Cvetkovic, “Ontologies of freedom and necessity: an investigation of the            concepts of logos in Greek philosophy and Christian thought.” M.A. Thesis,      Durham University, 2001. http://etheses.dur.ac.uk/4269/ Accessed on 8/2/2018.



[1] Vladimir Cvetkovic, “Ontologies of freedom and necessity: an investigation of the concepts of logos in Greek philosophy and Christian thought,” (M.A Thesis, Durham University, 2001) http://etheses. dur.ac. uk /4269/. Accessed on 8/2/2018.

[2] John Burnet, Greek Philosophy (London: Macmillan & Co Ltd, 1964), 22.

[3] Burnet, Greek Philosophy… 24.

[4] Cvetkovic, “Ontologies of freedom and...

[5] Cvetkovic, “Ontologies of freedom and...

[6] Cvetkovic, “Ontologies of freedom and...

[7] Cvetkovic, “Ontologies of freedom and...

[8] Wolfhart Pannenberg, Jesus- God and Man (London: SCM Press, 1968), 161.

[9] Cvetkovic, “Ontologies of freedom and...

[10] Burnet, Greek Philosophy.. 273.

[11] Cvetkovic, “Ontologies of freedom and...

[12] Cvetkovic, “Ontologies of freedom and...

[13] Burnet, Greek Philosophy… 273.

[14] Cvetkovic, “Ontologies of freedom and...

[15] Werner Jaeger, The Theology of the Early Greek Philosophers (London: Oxford University Press, 1947), 112.

[16] Cvetkovic, “Ontologies of freedom and...

[17] Cvetkovic, “Ontologies of freedom and...

[18] Cvetkovic, “Ontologies of freedom and...

[19] Cvetkovic, “Ontologies of freedom and...

[20] Cvetkovic, “Ontologies of freedom and...

[21] Cvetkovic, “Ontologies of freedom and...

[22] Pannenberg, Jesus- God and Man… 163.

[23] Pannenberg, Jesus- God and Man… 162.

[24] Pannenberg, Jesus- God and Man… 162.

[25] Pannenberg, Jesus- God and Man… 161.

[26] George Park Fisher, History of Christian Doctrine (Edinburgh; T&T Clark, 1896), 62.

[27] Fisher, History of Christian Doctrine… 63.

[28] Fisher, History of Christian Doctrine…62.

EDUCATIONAL IMPLICATIONS OF MULTIPLE INTELLEGENCE THEORY

 

Introduction

In the history of education there occurred a significant shift: a shift from the traditional teacher-centered approaches to learner-centered ones. For so long time, educators and principals had been so much concerned with implanting knowledge in a uniform way and giving students some previously-prepared courses. This led to creating stereotypes of students. Those students have been the victims of a traditional way of instruction that addressed all the students in the same way. With the appearance of ‘humanism’ in the sixties, new ideas in teaching came to the scene. These ideas were the direct result of the new outlook of the student. The proposed approach takes individual differences seriously and craft practices that serve different kinds of minds equally well. To teach effectively does not mean just to present the content in a skilful way. There are many other factors involved in the teaching learning process. The new approach was an counter approach to the traditional way of teaching, it suggests teachers to teach depend upon the intelligence students possess. This paper defines multiple intelligences theory, the intelligences according to Gardner, implications of MI theory, and appeal and the teachers’ role in implementing this theory.

1. Multiple Intelligences Theory

Multiple Intelligences Theory was first proposed by Howard Gardner, a professor of cognition and education at Harvard University, in his most celebrated book, Frames of Mind, in 1983. He regarded it “as a pluralistic view of mind which recognizes many different and discrete facets of cognition and acknowledges that people have different cognitive strengths and contrasting cognitive styles Since then, educators have become so interested to apply this theory as a means through which they can improve teaching and learning in a multiplicity of ways. The theory represents a new orientation towards the nature of intelligences. In designing his theory, Gardner opposes the traditional view of the intellect stating that his theory is a new outlook of the human intelligence. He considers the intelligences as a new definition of the human nature. Gardner describes man as an organism who possesses a basic set of intelligences. Thus he looks upon human beings in the light of a group of intelligences that they are supposed to have.

 

 

2. The Intelligences According To Gardner

Gardner using biological as well as cultural research, he formulated a list of seven intelligences and subsequently added two more.

2.1. Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.

2.2. Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. Gardner (1993) says it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.

2.3. Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Gardner, musical intelligence runs in an almost structural parallel to linguistic intelligence. An example is, the use of tape recorders for listening, singing along, and learning newsongs.

2.4. Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Gardner sees mental and physical activity as related.

2.5. Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas. It is the ability to sense form, space, color, line, and shape. A very good example is the use of visual mapping activities and the encouragement of students to vary the arrangements of materials in space, such as by creating charts and bulletin boards.

2.6. Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counselors all need a well-developed interpersonal intelligence. The ability to solve problems and resolving conflict by students are best illustrations.

2.7. Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view, it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives. To develop this ability, it proposes teachers to let students express their own preferences and help them understand their own styles of learning.

2.8. Naturalist intelligence enables human beings to recognize, categorize and draw upon certain features of the environment. It combines a description of the core ability with a characterization of the role that many cultures value. It is the ability to recognize and classify plants, minerals and animals including rocks and grass, and all variety of flora and fauna.

2.9. Existential intelligence is the capacity to locate oneself with respect to the furthest reaches of the cosmos and the related capacity to locate oneself with respect to such existential features of the humancondition as the significance of life, the meaning of death, the ultimate fate of the physical and the psychological worlds. It can also be defined as the ability to be sensitive to, or have the capacity for, conceptualizing or tackling deeper or larger questions about human existence, such as the meaning of life, why we are born, why we die, what is consciousness, or how we got here.

3. Implications of Multiple Intelligence Theory

Many educators and researchers have explored the practical implications of Multiple Intelligence theory- the powerful notion that there are separate human capacities. According to this theory, human cognitive competence is better described in terms of a set of abilities, talents or mental skills called intelligences. All normal individuals possess each of these skills to some extent; individuals differ in the degree of skill and in the nature of their combination. Gardner is of the view that such a theory has important educational implications including ones for curriculum development.

While empirical evidence backs Multiple Intelligence Theory, it has not been targeted to severe experimental tests within psychology. But the application of the theory in various fields of education is currently being examined. Gardner and his team opine that their leads will have to be revised repeatedly in light of actual classroom experience. Yet they believe there are positive reasons for considering the theory of Multiple Intelligence and its implications for education. To start with it is clear that many talents if not intelligences are neglected these days. Secondly, individuals of such talents are victims of single minded or single focused approach to the mind. Lastly, this world is troubled with many problems. Any opportunity to solve them can be made by making the best use of intelligences we possess. Therefore, recognizing the plurality of intelligences and the manifold ways in which human individual may exhibit them is an important step.

Gardner and his colleagues have considered the idea of multiple intelligences as a ‘powerful medicine’ for the shortcomings that are existent in the educational system. Whether they used it as a teaching approach, method or strategy or as an assessment tool, they agreed on that instruction should be tailored according to the multiple intelligences of the students. They called for considering the strengths of the students that may exist in other areas other than the logical-mathematical and verbal linguistic areas. Common sense tells us that it is so hard to deny the importance of the ‘non-academic’ intelligence such as musical activities, self-awareness, or visual spatial abilities.

In the following section, there is an illustration of the points that give value and importance to the application of MI Theory in the educational settings. These points show the advantages of MI Theory in the field of education and encourage all the teachers around the world to use it in their teaching in a way that suits the subject matter they teach and the educational conditions they have.

3.1. MI Theory as a Tool to Achieve More Success:

Teachers are strongly motivated to help all students to learn. Therefore, they have explored MI Theory as a tool that makes more kids learn and succeed. The great majority of the classrooms are characterized by the existence of scholastic winners and losers. MI Theory is important here because it teaches us that all the kids are smart, and that they differ only in the way in which they are smart. Thus, all children have potential and using MI increases the opportunities for students to learn and succeed, giving adults more ways to grow professionally and personally

3.2. MI Makes Learning More Enjoyable:

Students learn better if they like what they are learning and enjoy it. It is hard for students to learn without interest. When students do not like what they learn, they feel bored and tired even if they are able to learn well and succeed in the final exam. Therefore, it is better to create an enjoyable classroom atmosphere in which students like what they learn and enjoy it. Using MI Theory in the classroom can help teachers to create such an encouraging atmosphere: “Students learn best when they enjoy what they are doing. Giving themthe opportunity to display their talents, learn new skills without fear ofembarrassment or failure, and laugh in the process makes the learningexperience rewarding for both teacher and student”.

3.3. MI Cares for Individual Differences in Learning:

All students are different. No two persons are exactly the same even the identical twins. Even the same person is different from one period to another or from one situation to another in many ways. Difference is the rule and stability is the exception. This is applied to students while they are learning in the classroom: “It is a fact of classroom life that what interests one student leavesanother bored, literally, to distraction. It is also a fact that the studentwho is the most enthusiastic on Tuesday is often the one who is the mostbored on Wednesday. This phenomenon can leave students feeling shortchangedand teachers feeling frustrated and guilty for failing to reachtheir students. The theory of Multiple Intelligences not only helpsexplain this phenomenon, but helps teachers find ways around theobstacles to learning”.

According to Berman, It is evident that we will never reach all the learners, whatever approach to teaching we adopt, unless we teach multi-modally and cater for all the intelligences in our lessons. Therefore, MI Theory is greatly required so as to deal with the different students who have different minds. It will involve all the students with their different personalities to have more chance for learning and achieving success in spite of these differences that cannot be considered.

4. Multiple Intelligences Based Instruction an Appeal

Multiple Intelligences Theory and its applications in the educational settings are growing so rapidly. Many educators began to adopt MI-Based Instruction as a way to overcome the difficulties which they encounter with their students as a result of their individual differences and their learning styles. These difficulties may be represented in their inability to reach most of their students. As a result, they become frustrated and their students lose interest in the teaching learning process as a whole. These difficulties may be caused by the uniform way in which they teach their students:“There are currentlythousands of MI teachers and ten thousands of students undergoing MIbasedclassroom instruction”

Once Multiple Intelligences Theory is understood, it can be applied in education in a variety of ways. There is no one definite way through which the theory can be applied in education. The theory is very flexible and it can be adapted to the context in which it is applied. “The theorycan be implemented in a wide range of instructional contexts, from highlytraditional settings where teachers spend much of their time directlyteaching students to open environments where students regulate most oftheir own learning”

Thus instruction can be modified and organized in the light of MI Theory. The theory in this case acts as a framework for teaching upon which teaching is organized: “On a deeper level…MI theory suggests a set of parameters within whicheducators can create new curricula. In fact, the theory provides a contextwithin which educators can address any skill, content, area, theme, orinstructional objectives, and develop at least seven ways to teach it.

Essentially, MI Theory offers a means of building daily lesson plans, weekly units, or monthly or year-long themes and programs in such a way that all students can have their strongest intelligences addressed at least some of the time”.Using MI in instruction means that students learn in different ways and express their understanding in many ways. Using paper and pencil measures as traditional measures limits the students’ capacity to the linguistic skills which they use in writing their answers

Under the use of MI-Based instruction, the students are treated as individuals. The students’ talents and interests are not ignored because it is not fair to concentrate on some students and neglect others whose capacities and talents are not well-identified. This idea is emphasized by Hoerr who gives a definition of MI approach in the light of which instruction is delivered in a way that considers students’ interests and talents: “An MI approach means developing curriculum and using instructionthat taps into students’ interests and talents. Students are given options,different ways to learn, and they share responsibility in their learning”

Mindy L. Kornhaber, a researcher has identified a number of reasons why teachers and policymakers have responded positively to Howard Gardner’s presentation of multiple intelligences. Among these are that: ... the theory validates educators’ everyday experience: students think and learn in many different ways. It also provides educators with a conceptual framework for organizing and reflecting on curriculum assessment and pedagogical practices. In turn, this reflection has led many educators to develop new approaches that might better meet the needs of the range of learners in their classrooms.

5. Teacher’s role in Introducing MI Theory

Consequently, the teacher’s role is different from the one he used to perform in the traditional way of instruction: “In the traditional classroom, the teacher lectures while standing at thefront of the classroom, writes on the blackboard, asks students questionsabout the assigned reading or handouts, and waits while students finishtheir written work. In the MI classroom, the teacher continually shifts hermethod of presentation from linguistic to spatial to musical and so on,often combining intelligences in creative ways”.

The teacher’s role has to be changed, simply because the philosophy under which the new role is performed is completely different from the old one: In the old philosophy, which is completely teacher centered, instruction is dominated by the teacher who is considered the source of information and the implanter of knowledge.

Using MI theory in education involves using it as a content of instruction and as a means of conveying this content at the same time. This indicates that using MI Theory can take many forms. The ultimate goal of any form in which the theory is used is to facilitate instruction as much as possible, and reaching all the students at the same time: “Under MI Theory, an intelligence can serve both as the content ofinstruction and the means or medium for communicating that content.This state of affairs has important ramifications for instruction. Forexample, suppose that a child is learning some mathematical principlebut that this child is not skilled in Logical-Mathematical Intelligence.The child will probably experience some difficulty during the learningprocess…In the present example, the teacher must attempt to find analternative route to the mathematical content-a metaphor in anothermedium. Language is perhaps the most obvious alternative, but spatialmodeling and even bodily-kinesthetic metaphor may prove appropriate insome cases”.

Conclusion

Through the use of this theory, teachers now will not be bored when designing materials and the preparation of the classes will be interesting, since it will be a challenge to incorporate different styles taking into account all the learning modalities in the classroom. Students will be encouraged to learn because the diversity of activities attempts to get their attention. They will feel that they are really participating since the activities are devoted to all of them.

Trying to change a traditional class into a multiple intelligences class is not an easy task. The main responsible part is the teacher which has to know the theory carefully, then, feels motivated to change. There is not a model to copy, it has to be created, it requires a group work when designing the material or adapting it to each intelligence. Once this material is organized it will be used over and over again because it will be addressed to different public.

Learners will be able to identify their personal strengths and can reinforce their confidence. They can decide which intelligence should be used in a specific class and recognize that learning using the whole brain will be easier and it will take less time. The outcome will be seen in the grades and the acquired knowledge that will be meaningful, will be stored in the long term memory.

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