Gardner의 ‘다중지능’ 및 ‘이해를 위한 교수’ 이론의지식교육에의 시사점 연구

Abstract

Recently Gardner's ‘Multiple Intelligences(MI) Theory’ together with ‘Teaching for Understanding(TFU) Theory’ is quite influential in the area of education. In spite of its influences on education, meanings of some concepts are confusing and their relationship with other related educational concepts are not clear. The purpose of this article is to clarify Gardner's MI theory and TFU theory, and examine their implications especially on knowledge education. First, Gardner's basic ideas of MI theory and its educational implications are explained. Gardner emphasizes individualized schooling, suggesting new role and structure of schooling. Secondly, the concept of ‘intelligence’ is analyzed in comparison with other knowledge related concepts. And Gardner's claim that ‘intelligence can be educational contents’ is examined. It is pointed out that intelligences by themselves cannot be contents of education unlike ‘domain’. And it is also pointed out that the list of multiple intelligences neither can be necessary nor sufficient elements of subject-matter. Thirdly, I examine the TFU theory, clarifying the meaning of ‘understanding’. It is explained that ‘understanding’ has not only conceptual aspect but also performative aspect, which distinguishes Gardner's theory from the traditional structures of knowledge theory. Here the nature of the TFU theory is explained in comparison with other educational theories. Especially the similarity and difference with structures of knowledge theory is examined. Finally, it is discussed whether Gardner's claim that ‘understanding’ is the purpose of education can be justified.