Zeitschriftenartikel zum Thema „Gardner's theory of multiple inteligence“

Abstract.THE SOUND OF INTELLIGENCEThe QvO’s music workshop makes sense from the perspective of multiple and dynamic intelligence, defended by the Gardner’s theory of multiple intelligences, in which is proposed a new style of education that seeks to experience new sensations that aims to provide students the opportunity to discover their potential in relation to some of the intelligences defined by Gardner. The music workshop aims to offer a response to the necesity of training multiple sociemocionals and cognitive capabilities through a different, flexible and creative mean like music. Our project provides data favorable to the idea that intelligence can be trained through a new, open and creative methodology, which can respond to the needs and characteristics presented by the students of high capacity.Key words: Enrichment, hight capacity, musical education, musical intelligence.Resumen.El taller de música del proyecto QvO tiene sentido desde la óptica de la inteligencia múltiple y dinámica, defendida entre otras por la teoría de las inteligencias múltiples de Gardner, en la que se propone un nuevo estilo de educación que busca experimentar nuevas sensaciones que brinden al alumnado la oportunidad de descubrir su potencial en relación a algunas de las inteligencias definidas por Gardner. El taller de música pretende dar salida a la necesidad de entrenamiento de múltiples capacidades cognitivas y sociemocionales a través de un medio diferente, flexible y creativo como es la música. Nuestro proyecto aporta datos favorables a la idea de que la inteligencia puede entrenarse a través de una metodología novedosa, abierta y creativa, que permita responder a las necesidades y características que presenta el alumnado de alta capacidad.Palabras claves: Enriquecimiento, alta capacidad, educación musical, inteligencia musical.

This paper discusses the application of Gardner's (1983) theory of multiple intelligences to the counseling of children, particularly young children who appear as repeat offenders in the school system. Specifically this paper seeks to answer the question: Does Gardner's theory of multiple intelligences have an application to counseling, and if so how would this theory impact on counseling practice? The results of this study suggest that Gardner's theory does have application to professional counseling practice, particularly with children.

This paper takes up musical intelligence as an inherent element of the human being, the advantages of its development in the formative processes and its role in everyday life. Thus, this paper goes beyond the old notion of intelligence measured by test, arriving to the theory of multiple intelligences raised by Gardner, in which cognition is constructed from various attributes and not only from those grouped in the tests.

This paper discusses the application of Gardner's (1983) Theory of Multiple Intelligence to the counselling of children, particularly young children, who have not developed the language required for more verbally orientated counselling sessions. Specifically this paper asks: Does Gardner's Theory of Multiple Intelligence have an application to counselling theory, and if so how would this theory impact on counselling practice?

Howard Gardner's theory of Multiple Intelligences has a potential to change all of our conceptions about the abilities of human beings from top to bottom. Gardner's main aim in this theory is to prove that intelligence is not a single construct and human beings possess at least seven distinct intelligences independent from each other. Gardner (1999) in his work of Intelligence Reframed: Multiple Intelligences for the 21st Century emphasizes that one of our aims in the new century will not only bring these different intelligences together and use in harmony but also to question how to bring intelligence and the morality together in order to help different people come together to live in happiness and peace to create a better world. This perspective leads us to think of the existence of a new intelligence. Things we witnessed in the 20th century and have been witnessing in the 21st century convince us about the importance and how much we are in need of discussing the existence of the Moral Intelligence. This article advocates the existence of the Moral Intelligence which Gardner and his friends have difficulty in defining and value education can be studied under the umbrella of the theory of Multiple Intelligences focusing on the Moral Intelligence.

En esta comunicación se presenta una arquitectura para los STI (Sistemas Tutores Inteligentes) que integra los aspectos más significativos tecnología de agentes.La arquitectura considera la incorporación de agentes en los módulos del tutor y del estudiante a fin de poder integrarlos al modelado considerando la base Teoría Uno de Perkins los estilos de aprendizaje y las inteligencias múltiples de Gardner. AbstractIn this communication an architecture for STI (Intelligent Tutoring Systems) is presented and considers the most significant aspects of agents technology.This architecture considers the incorporation of agents in the modules of the tutor and the student in order to be able to integrate them to the modeled one considering the Theory One of Perkins, the styles of learning and multiple intelligences of Gardner.

* Abstract This study attempts to bridge David Kolb’s theory of Learning Styles Howard with Gardner’s Theory of Multiple Intelligences to overcome criticisms to both. The necessity to sequentially achieve Kolb's four learning stages (concrete experience, reflective observation, abstract conceptualization, and active experimentation) and their respective preferred combinations are discussed as an onset. Succeeding that is an analysis of Gardner's Theory of Multiple Intelligences which claims intelligence to be one of eight types of independent arenas of competence, all independent of each other (linguistic. analytical, musical, bodily, interpersonal and intrapersonal, spatial and naturalist). Both theories suffer from certain drawbacks. For instance, Kolb’s theory has sufficient empirical support but lacks scientific backing while Gardner's theory is bereft of empirical support but founded on clinical research on central nervous system. Utilizing a combination of both theories the study examines possibilities to improve quality of education, training and pedagogical advice. The purpose of this study is to examine both theories in detail so as to isolate unique concepts both scientifically accurate and empirically compelling with the intent to formulate a compound theory through active use of pragmatism and quality control. The paper further presents a real life model to overcome impediments faced by the two theories and proposes revisions in learning techniques to facilitate absorption of knowledge and synthetization of information in general educational practice at both amateur and professional level. Keywords: education, learning styles, learning theory, multiple ıntelligences, pedagogical.

Choosing the right career is always a big issue, an important concern for everyone. To have a job, which is suitable for you, firstly you must look at yourself, called the self, and you should be aware of what the self is then you can promote the strength of your own self and avoid your weakness. To help discover more about yourself, during researching and studying, we come up with the idea that we would propose a career counseling system based on Howard Gardner's theory. The system uses the theory of multiple intelligences (Abenti & Daradoumis, 2020) which is combined with the K-nearest neighbors (KNN) (Tang, Ying; Tang, Ying; Hare, Ryan; Wang, Fei-Yue;, 2020) algorithm to assist people and to give out a suitable suggestion about career path for them. We use the results of the eight intelligences retrieved from the KNN classification algorithm to give users the consulting for their career paths. This system is built with a dataset based on 56 multiple-choice questions. These include 48 multiple choice questions based on Howard Gardner's theory of multiple intelligences (Bravo, Leonardo Emiro Contreras; Molano, Jose Ignacio Rodriguez; Trujillo, Edwin Rivas, 2020), (businessballs, 2017) and 8 multiple choice questions which are the labels of the classifier. We divided the dataset into 8 subsets corresponding with 8 Intelligences defined by Howard Gardner with the collected dataset. In each subset, we build the KNN classifier model using KNN classification algorithm. This processing of 8 subsets come out with the results accuracy for the 8 Intelligences: linguistic intelligence (80.95%), logical-mathematical intelligence (82.14%), musical intelligence (96.43%), bodily-kinesthetic intelligence (82.14%), spatial-visual intelligence (82.14%), interpersonal intelligence (89.29%), intrapersonal intelligence (88.1%), existential intelligence (78.57%). With the outcome of 8 models, we have tested with 5 students and compared them to their actual intelligences. The comparison results tell us about the valuable potential in career path of the proposed counselling system, the advantages of this combination between Multiple Intelligence and KNN classifier.

Over the past few years, James Delisle has become more and more bold in his attacks on Howard Gardner's theory of Multiple Intelligences (MI) and Joseph Renzulli's Schoolwide Enrichment Model (SEM). He has made numerous presentations at state and national conferences and written articles claiming that Gardner and Renzulli have advocated that all children are gifted and that services to identify gifted children have been diluted or eliminated as a result.

The wide acceptance of Howard Gardner's multiple intelligence theory (Gardner 1983) and discussions of bodily kinesthetic intelligence have prompted much research and led to the adoption of a variety of new teaching approaches. The kinematics teaching strategy (KTS) is a new approach for stimulating kinesthetic intelligence. It was first developed to respond to the needs of children who encounter difficulties when taught only with auditory and visual methods. As the following lesson illustrates, KTS can be used successfully in a broader context.

En el presente artículo se recoge una reflexión sobre la influencia de la Teoría de las Inteligencias Múltiples de Howard Gardner en la enseñanza de lenguas extranjeras a través de la revisión de literatura tradicional y contemporánea sobre el tema, estableciendo una retrospección que parte del “Nivel Umbral” (documento elaborado por expertos para el Consejo de Europa, que habría de ser la antesala del Marco Común Europeo de Referencia para las Lenguas (MCERL)), para continuar con las diferentes teorías pedagógicas que han influido en la enseñanza de lenguas durante las décadas de los 70 y 80, hasta llegar a la Teoría de las Inteligencias Múltiples.. En consecuencia, reflexionaremos sobre la forma en que cada individuo desarrolla en mayor o menor medida cada una de las inteligencias consideradas en la teoría de Gardner durante el proceso de enseñanza- aprendizaje de las lenguas extranjeras. Finalmente, teniendo en cuenta la importancia de la inteligencia emocional en el aprendizaje de una lengua, analizaremos el concepto del docente de lenguas como un “profesor emocional”, un gestor de sus propias emociones y de las emociones del discente, capaz de generar el escenario válido para el desarrollo de un proceso adecuado de enseñanza-aprendizaje de una lengua extranjera, y la importancia de las TIC en dicho proceso.

Howard Gardner revolutionized the concept of intelligence with his Multiple Intelligences Theory. His vision was widely supported by the educational community, which considers different forms of learning and accessing knowledge. Despite its impact, there is still a lack of development of tools that can easily, practically and reliably evaluate multiple intelligences. This work describes the design, development, and piloting of TOI (Tree of Intelligences) software, a digital tool to evaluate multiple intelligences and perform interventions through video games. The aim of the study is to present the design of the TOI software and test its operation, analysing the distribution of the results game by game and checking whether there are differences according to gender or school year. A total of 372 primary school students participated, aged 5 to 9 years old (M=7.04, SD=.871), from three schools in Asturias and Madrid. The results show that 9 out of 10 games had a normal distribution and that there were no gender differences in most games, but there were differences in relation to the school year. We concluded that due to its operation and design TOI software has the potential be a suitable instrument for the evaluation and intervention of multiple intelligences. Howard Gardner revolucionó el concepto de inteligencia con su Teoría de las Inteligencias Múltiples. Su visión fue acogida por la comunidad educativa como la oportunidad para una educación más personalizada y que atienda las diferentes formas de aprender y acceder al conocimiento. A pesar de su impacto, todavía hoy hay una carencia en cuanto al desarrollo de herramientas capaces de evaluar de forma sencilla, práctica y fiable las inteligencias múltiples. Por ello, este trabajo plantea el diseño, desarrollo y pilotaje del software TOI, del inglés ‘Tree of Intelligences’, una herramienta digital para evaluar e intervenir las inteligencias múltiples a través de los videojuegos. El objetivo del estudio es presentar el diseño de TOI y testar su funcionamiento, analizando la distribución de los resultados juego a juego y comprobando si existen diferencias en función del género y el curso. Participaron un total de 372 estudiantes de primero a tercer curso de educación primaria de tres centros de Asturias y Madrid, con edades comprendidas entre 5 y 9 años (M=7.04, DT=.871). Los resultados muestran que 9 de 10 juegos presentan una distribución normal y que no existen diferencias en función del género en la mayoría de los juegos, pero sí en relación al curso. Se concluye que por su funcionamiento y diseño el software TOI puede ser un adecuado instrumento de evaluación e intervención de las inteligencias múltiples.

The applications of multiple intelligence theory in education are wide. Students apply the learning in the classroom according to their own dominant intelligence and learning style, which is most effective for them. Combining learning styles with dominant intelligences enhances the students' learning processes.The purpose of this case study is to examine the relationship between dominant intelligences according to Gardner's multiple intelligence theory and middle school students' academic achievement. A case study was conducted in Israel, in a middle school, among seventh-graders and involved 158 students.Findings indicated that in excellent classes - 80.9% of students had logical intelligence, in at least one of the levels of dominance; in ordinary classes only 48.4% of students have logical intelligence, at least in one of the levels of dominance. We also examined the relationship between the amount of dominant intelligences among students in all classes, excellent and ordinary. Findings indicated that in excellent classes the percentage of students with two or three dominant intelligences was higher than the percentage in ordinary classes. It is important to note that these are not just the logical and verbal, but also all types of intelligences, such as spatial, musical, kinetic and others.In conclusion, the dominant intelligences that highly influence and measure achievement in the education system are not the logical-mathematical and the linguistic-verbal, but the only logical-mathematical. Moreover, the amount of intelligences at the dominant levels can predict and indicate student's success at school.

Based on Gardner's theory of multiple intelligences, the DISCOVER assessment was designed to identify gifted minority students for placement into programs for the gifted. In previous studies, the reliability and validity of the assessment in elementary grades were examined and yielded mostly positive results. In this study, similar analyses were carried out to investigate some validity aspects of DISCOVER with secondary students. The sample consisted of 303 predominantly Hispanic and Native American ninth graders. The results provided evidence for an alignment of the assessment with the theory of multiple intelligences. Also, no overall gender or ethnic differences were found in the numbers of students identified. In addition, the results suggested that the use of the DISCOVER assessment might help in reducing the problem of minority students' under-representation in programs for the gifted, as 29.3% of the high school students who participated in this study were identified as gifted.

This study aims to describe the implications of humanistic learning theory and multiple intelligences on learning Islamic education. This research is library research. Research data were obtained from books and scientific journal notes. The results showed that Abraham Maslow's humanistic theory aims to humanize humans as early as possible as their nature. The learning process is considered effective if students understand themselves and their surroundings. Students in a series of learning should try so that sooner or later they can actualize themselves as best as possible. Meanwhile, Howard Gardner's theory of multiple intelligences is oriented towards understanding the potential abilities of various intelligences so that their potential can be optimized according to the nature of their creation.Penelitian ini bertujuan untuk mendeskripsikan implikasi teori pembelajaran humanistik dan kecerdasan majemuk terhadap pembelajaran pendidikan Agama Islam. Penelitian ini adalah penelitian kepustakaan. Data penelitian diperoleh dari buku dan catatan jurnal ilmiah. Hasil penelitian menunjukkan bahwa Teori humanistik Abraham Maslow bertujuan untuk memanusiakan manusia sedini mungkin sebagaimana fitrahnya. Proses pembelajaran dianggap efektif jika siswa memahami dirinya dan lingkungan sekitarnya. Siswa dalam suatu rangkaian pembelajaran hendaknya berusaha agar cepat atau lambat ia dapat mengaktualisasikan dirinya sebaik mungkin. Sedangkan teori kecerdasan majemuk Howard Gadrdner berorientasi pada memahami kemampuan potensi berbagai kecerdasan agar potensinya dapat optimal sesuai dengan fitrah penciptaannya.

Pedagogical practices based on Gardner's (1983) theory of multiple intelligences (MI) are often cited as potentially facilitative of inclusion of students with developmental disabilities (Armstrong, 1994; Eichinger & Downing, 1996; Falvey, Givner, & Kimm, 1996). However, no research to date has examined this relationship. The purpose of this study was to examine the engaged behavior and social interactions of 10 students with developmental disabilities in two types of inclusive classrooms–those that ascribed to MI pedagogy, instruction, and assessment, and those that used no specific educational theory or approach to instruction. The study was intended to be exploratory in nature to generate hypotheses for future investigations. Data were collected using MS-CISSAR (Greenwood, Carta, Kamps, & Delquadri, 1997), a software program for gathering and analyzing observational data in classrooms. Results suggested that the experiences of the participants in both typical and MI-inclusive classrooms were more alike than different. Participants in both types of classrooms were engaged primarily in whole-class, independent seatwork, and traditional classroom activities, and were engaged less frequently in small groups or multiple response activities. However, participants were observed more frequently to be engaged in multiple response activities in MI classrooms, and in both noninstructional time and individual seatwork activities that were different from those of peers in typical classrooms. The participants in MI classrooms spent more time interacting with their typical peers, whereas those in typical classrooms spent more time interacting with adults during 1:1 activities that were different from those of their peers. The results are discussed in terms of their educational and research implications, limitations, and suggestions for further research.

Penelitian ini bertujuan untuk: 1) mengetahui hasil penskalaan instrumen multiple intelligences (MI) pada tipe Thurstone dan Likert dengan pendekatan klasik, 2) mengetahui karakteristik instrument MI pada tipe Thurstone dan Likert pada data asli dan data yang diskalakan, 3) membandingkan karakteristik psikometrik pada kedua tipe data yang sudah diskalakan. Penelitian ini menggunakan pendekatan kuantitatif yang pelaksanaannya terdiri dari empat bagian yang saling terkait, yaitu penelitian pengembangan instrumen, penskalaan pada data hasil ujicoba, analisis karakteristik psikometrik instrumen, dan perbandingan karakteristik psikometrik instrumen. Instrumen dikembangkan menggunakan tipe Thurstone dan Likert pada konstruk yang sama. Perbandingan karakteristik psikometrik kedua instrumen dilakukan secara diskriptif. Hasil penskalaan dengan metode paired comparison didapatkan urutan skor stimulus dari yang terendah yaitu: logika matematika, musik, linguistik, kinestetik, naturalis, visual, interpersonal, eksistensial dan intrapersonal. Penskalaan dengan metode summated rating dihasilkan skor terstandar dari yang rendah hingga tinggi pada tiap respons. Terdapat perubahan skor, varian, reliabilitas dan kesalahan baku pengukuran (SEM) dari data asli dengan data yang diskalakan. Koefisien reliabilitas dan SEM instrumen tipe Thurstone lebih rendah dibanding tipe Likert. Kata kunci: penskalaan, multiple intelligences, tipe Thurstone, tipe Likert ______________________________________________________________SCALING CLASSICAL THEORY OF MULTIPLE INTELLIGENCES CLASSICAL INSTRUMENT TYPE THURSTONE AND LIKERTAbstract The study aimed to: 1) result the scaling data of multiple intelligence (MI) instruments of Thurstone and Likert types using the classical approach, 2) reveal the psychometric characteristics of Thurstone and Likert types in the original data and the scaled data, 3) compare the psychometric characteristics of the two types of data. The study used the quantitative research approach. The activity consisted of: developing instruments, processing the data scaling, analyzing the psychometric characteristics of the instruments, and comparing the psychometric characteristics of them. The instrument was developed using Thurstone and Likert types in the same constructs. The comparison of psychometric characteristics of two types of data was analyzed by descriptive statistic. The result of scaling using paired comparison method are the sequential scores from a low to high on mathematical-logical, musical, linguistic, kinesthetic, natural, visual, interpersonal, existential and intrapersonal inteligence. The scaling using summated rating produce scores that vary in each response. There are changes of variants and standard error of measurement (SEM) after transformed data. The reliability and SEM of the Thurstone type are lower than that of Likert type.Keywords: scaling, multiple intelligence instrument, Thurstone type, Likert type

Professor Howard Gardner's theory of multiple intelligences believes that human intelligence is composed of at least eight abilities such as language intelligence, mathematical logic intelligence, and introspective intelligence. Introspective intelligence is the individual's recognition of self's behavior and psychological state. It is very important for personal self-understanding and constructing a correct self. It plays a significant role in human learning, employment and development The development level of self-cognition is different at different stages. The article compiles a questionnaire based on the characteristics of Campbell's self-cognition.By collating and analyzing the data collected in the questionnaire, the basic status of self-knowledge of Chinese college students in the emerging stage can be obtained: College students' self-awareness is maturing, but self-awareness is high; College students have average emotional management skills, poor emotional expression, and emotional fluctuations; Undergraduates have clear learning goals, but their self-fulfilling channels are confused; College students have their own value system, but the values are immature; Career ideals are seriously ahead of schedule, not in line with professional abilities. The countermeasures to improve college students' self-cognition are: Educate students to build good interpersonal relationships; Strengthen the education of college students' self-awareness and strengthen career guidance; Create a good and positive mood; Educate students to strengthen self-improvement strategies in multiple ways and promote the healthy and harmonious development of college students.

ABSTRACTThe present text shows how from the playful, a significant learning of the notion of number in students of the transition degree of a rural institution, with New School methodology is acquired. With the support of cognitive and cultural theory, developmental stages and in accordance with Gardner's multiple intelligences, specifically corporal-kinetic and mathematical logic, a didactic unit was designed to enhance the learning of the notion of number Through the game, creating situations with visual, auditory and bodily-kinesthetic teaching experiences that would allow students to become familiar with the world of numbers and take on the complex world of operations with numbers in later school years (first through fifth grades).RESUMENEl presente texto muestra cómo a partir de la lúdica, se adquiere un aprendizaje significativo de la noción de número en estudiantes del grado transición de una institución rural, con metodología Escuela Nueva. Con el apoyo de la teoría cognitiva y cultural, de los estadios de desarrollo y en concordancia con las inteligencias múltiples de Gardner, específicamente la corporal-cinéticay la lógica matemática, se diseñó una unidad didáctica que potenciara el aprendizaje de la noción del número a través del juego, creando situaciones con experiencias didácticas visuales, auditivas y corporales-kinestésicas que permitierana los estudiantes familiarizarse con el mundo de los números yasumir el complejo mundo de las operaciones con los números en los años escolares posteriores (de primero a quinto primaria).

Intelligence is often used as a benchmark to predict someone's success in the future. Therefore, intelligence is also often used as a reason for someone to label individuals who do not have the abilities that others want. Students of education as prospective educators in the future have a fairly central role in providing understanding about the intelligence that students have to parents, senior teachers, and students themselves. Before becoming an educator, education students are expected to have a good concept of intelligence so that the understanding given can be done precisely. This study aims to reveal the concepts of intelligence subjective to the students of prospective educators from the Javanese and Madurese tribes. The study used a qualitative research approach with a case study model that emphasized the exploration of a system that intertwined with each other. The results showed that education students who originated from Javanese and Madura tribe have a very diverse concept of intelligence. Despite the diverse concept of intelligence, the concept of the student intelligence of both tribes has a relation that complements each other. Students of both tribes also have the view that each individual has different intelligence. Therefore, most of the students from both tribes have been in line with Howard Gardner's multiple intelligences theory. The findings in this study are that interpersonal intelligence is considered to be the most prominent by the Madurese people, because the ability to connect and connect with others is very high.

This paper aims at presenting a study on bodily intelligence, a relatively new term that joins the most established ones such as cognitive intelligence, emotional intelligence or spiritual intelligence. The theoretical basis is supported by Gardner's theory of multiple intelligence as well as more recent neurological and psychological studies on the human body. A form of knowledge is highlighted which, although it is the first to appear in human ontogenesis, has not been much studied and promoted and which opposes rational or iconic knowledge. The present study aims at finding a tool for measuring bodily intelligence and at investigating the dynamics of this intelligence in relation to participating in a unifying personal development program through dance and movement. In this sense we went through two major stages and objectives at the same time: 1 - conducting a unifying personal development program through dance and 2 - conducting a quantitative statistical study to capture the effects of the program on bodily intelligence and its correlation with self-satisfaction related to the physical body. The quantitative (experimental) research was applied with the participation of an experimental group composed of 33 people and a control group composed of 36 people. The results were obtained by pre-test-post-test procedure. The initial testing was held at the beginning of the program and retesting - one day after its completion. The experiment consisted of a UPDDM program lasting 20 hours over three days. The results obtained from the statistical data processing show significant differences between the control group and the experimental group in the bodily intelligence variable confirming the research hypothesis, according to which a UPDDM dance therapy program is a valid method of increasing bodily intelligence. Key words: personal development, dance therapy, bodily intelligence, kinesthetic intelligence.

Message from Editor Dear Readers, It is the great honor for us to publish ninth volume, first issue of International Journal of Learning and Teaching (IJLT). International Journal of Learning and Teaching (IJLT) is an international and multi-disciplinary journal which aims to provide a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and teaching. IJLT covers all aspects of education; trends in education, the emerging and educational settings, instructional design, learning-teaching methods and applications, instructional multimedia, new education environments, theoretical principles, assessment and evaluation and related fields. Authors from different countries have contributed to this issue. Comparative research from historiography to classrooms, measurement of learning quality, science education, learning motivation, describing Kolb's Theory of Learning Styles with Gardner's Multiple Intelligences, foreign language learners’ listening comprehension ability, adaptation in preschool education and ethics in translator education topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume. A total number of eleven (11) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of seven (8) high quality research papers were selected and accepted for publication. We present many thanks to all the contributors who helped us to publish this issue. Best regards, Prof. Dr. Hafize Keser Editor-in-Chief

La fuga de clientes es un problema relevante al que enfrentan las empresas de servicios y que les puede generar pérdidas económicas significativas. Identificar los elementos que llevan a un cliente a dejar de consumir un servicio es una tarea compleja, sin embargo, mediante su comportamiento es posible estimar una probabilidad de fuga asociada a cada uno de ellos. Esta investigación aplica minería de datos para la predicción de la fuga de clientes en una empresa de distribución de gas natural, mediante dos técnicas de machine learning: redes neuronales y support vector machine. Los resultados muestran que mediante la aplicación de estas técnicas es posible identificar los clientes con mayor probabilidad de fuga para tomar sobre estas acciones de retenciónoportunas y focalizadas, minimizando los costos asociados al error en la identificación de estos clientes. Palabras Clave: fuga de clientes, minería de datos, machine learning, distribución de gas natural. Referencias [1]J. 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ABSTRACTThis paper presents a discussion on the development of body expression as a mean of promoting disinhibition, in other words, the perception of one’s own body where there is other people. Consequently, it will produce motivation and promote creativity. In the foreign language classroom it is possible to get to this stage through the development of games, dance and activities that allow contact with the other. Thus, based on some questions raised by the cognitive development theory to treat the study of processes such as language, perception, memory, reasoning and problem solving and some discussion of the multiple intelligences theory of Gardner (1994), specifically about the bodily- kinesthetic intelligence, it is intended to analyze how the wok with body language can help in the development of a student's abilities and encourage his/her creativity and his/her process of acquisition and learning in the classroom, concretely, the foreign language class. In addition to bodily-kinesthetic intelligence, Gardner proposes that each person has at least eight intelligences or cognitive skills which work together, but as autonomous entities that require interaction. The author assumes that all intelligences are equally important, although each person has an intelligence more developed than another, depending on the cultural setting in which he/she is inserted, which may explain, to some extent, why people learn in different ways, according to their skills. However, although all intelligences are equally important, our school system tends to emphasize logical-mathematical intelligence and linguistic intelligence to the point that, in some cases, deny the existence of the others. Therefore, education should be thought from a point of view which considers the different ways of learning and, in the specific case of the teaching and learning of foreign languages, it is important to adopt a "plural approach to cognition", not an "unilateral" one, different from many authors who have treated human development.RESUMENEste trabajo presenta una discusión sobre el desarrollo de la expresión corporal como uno de los medios de fomentar la desinhibición, la percepción del propio cuerpo en el espacio en que están los demás y, consecuentemente, produ-ce la motivación y promueve la creatividad. En la clase de lengua extranjera se puede lograr este desarrollo a través de juegos, danza y actividades que permitan el contacto con el otro. De esa manera, a partir de algunas cuestiones que plantea la teoría del desarrollo cognitivo al tratar del estudio de procesos tales como lenguaje, percepción, memoria, razonamiento y resolución de problema, y de algunas discusiones de la teoría de las inteligencias múltiples de Gardner (1994), específica-mente acerca de la inteligencia corporal-cenestésica, se analizará cómo el trabajo con la expresión corporal puede ayudar en el desarrollo de las capacidades del estudiante y fomentar su creatividad y su proceso de adquisición y de aprendizaje en clase, concretamente, en la clase de lengua extranjera. Además de la inteligencia corporal-cenestésica, Gardner propone que cada persona tiene, por lo menos, ocho inteligencias o habilidades cognitivas más que trabajan juntas, pero como entidades autónomas que requieren interacción. El autor asume que todas las inteligencias son igualmente importantes, aunque cada sujeto presenta una inteligencia más desarrollada que otra según el escenario cultural en el que se inserta, lo que explicaría, en cierta medida, por qué las personas aprenden de diferentes maneras, es decir, de acuerdo con sus habilidades. Sin embar-go, aunque todas las inteligencias son igualmente importantes, nuestro sistema escolar suele enfatizar la inteligencia lógico-matemática y la inteligencia lingüística hasta el punto de, en algunos casos, negar la existencia de las demás. Así, se debe pensar la educación desde un punto de vista que considera las distintas formas de aprender y, en el caso específico de la enseñanza y del aprendizaje de lenguas extranjeras, se debe adoptar un “abordaje plural de la cognición” y no “unilineal” contrario al de muchos autores que trataron el desarrollo humano.

This article is qualitative-descriptive analytical research on multiple intelligences, a theory which Howard Gardner introduced. According to Howard Gardner's findings, the concept of multiple intelligences has been widely known and used in educational institutions. Multiple intelligences are also considered a theory that first recognized the diversity of human intelligence. With multiple intelligences, it can be said that no child is stupid. Therefore, each child is born with intelligence that is not always equal to each other. In Islam, the Quran is a complete guide for life. This research has discovered the powerful instruments to develop Qur'anic multiple intelligences in educational institutions through literature. With the thematic interpretation method (maudhui) approach, this study described the practical efforts, using the mindset of interpretation and reflection, to develop the concept of multiple intelligences based on the perspective of the Quran. After researching, collecting, and analyzing all terms in the Quran that relate to intelligence, it is found that the Quran is distinguishing the concept of multiple intelligences. It can be used further as a practical guide for educational institutions in developing the concept of multiple intelligences from the perspective of the Quran

One might rightly think that the first female television chief executive in Australia, Maureen Plavsic, would have some important and useful advice and words of wisdom about what being successful in business involves. Apparently, Ms Plavsic considers being 'passionate' about what you do is central to being successful in contemporary business practice (Kitney 26). At first glance, this might seem a perfectly natural contemporary way to talk. The purpose of this paper is to step back from that idea of 'passion' as a driver of contemporary practice and to consider how it became inevitable that the passionless manager or employee is a failed species. I argue that emotion, and passion, as heightened emotion, have come to play a newly understood role in our work lives. There are various identifiable mechanisms, in any specific historical period, that produce ways of thinking about appropriate behaviour for groups such as managers. Foucault ("Governmentality") has described this specification as a form of governmentalisation of the population. They are targeted in various ways, in relation to how they should 'feel' at work (http://home.iprimus.com.au/panopticon1/). This includes through advertisements selling communication skills for managers, in training manuals, through training courses, in management books, professional journals and self-help books, and through organisational practices such as the development of 'human' resource departments. Numerous academics, including Hochschild, Mumby and Putnam, Fineman, and Tracy have also taken considerable interest in the way emotion has come to play such as important part in work-life. They, too, have contributed significantly to legitimising new ways to think about the heart and its place in business. Through knowing and enacting or even resisting the broad range of discourses circulating around these ideas, individuals produce themselves 'as a work of art' (Foucault, "On the Genealogy"; "Technologies"). Indeed,Foucault insists that the production of the self should be understoodas 'a creative activity' (Foucault, "On the Genealogy" 351). The body is continually 'finely tuned', constructed, and reconstructed as a 'performing self' (Schilling 35) through the constitution of knowledge about what is appropriate for the managerial identity. This notion of identity, as a work of art, is used in this paper, following Hall, to suggest 'the meeting point, the point of suture,between, on the one hand, the discourses which attempt to "interpellate", speak to us or hail us into place as subjects of particular discourses, and on the other, the processes which produce subjectivities, which construct us as subjects which can be "spoken" ' (5-6). By taking this social and discursive perspective on 'passion', as heightened emotion, it is possible to understand some of the processes by which passion has come to be thought about as 'corporate capital'. What are the some of the key discursive practices that achieve this identity? One interesting package that may well have produced Maureen Plavsic's response about 'being passionate' comes in the form of the idea of 'emotional capital'. The term has some resonances with other familiar descriptors, including the relationship between women and emotion. However, it directly recalls two different sets of contemporary knowledge about good managers: the idea of 'emotional intelligence' and the centrality of 'capital' in various forms of good business practice. I will briefly unpack each of these two ideas below. The idea of emotional intelligence, popularised by Goleman, is 'hot', both in education and in business (http://www.mngt.ac.nz/ejrot/). Throughout the world, government reports and training programs are tapping into cognitive psychologists' discoveries that successful people and companies become so because they bring their 'heart' to work, not just their heads. The language of emotional intelligence has entered everyday language from newspaper reports to professional development journals. Self-help specialist Daniel Goleman uses the authority of the academic discipline of cognitive psychology to re-present the emotions as 'a different kind of intelligence' (36) and to signify their relationship to other forms of intelligence. He uses Gardner's 1993 book on multiple intelligences to claim that interpersonal and intrapersonal intelligence are the keys to self-knowledge and other-knowledge (Cited in Goleman, 39) and that what individuals can achieve is 'appropriate' emotion (56) if they can name and use emotion properly. Goleman provides a rationale for the changing valorisation of the emotions, giving EQ an equal significance with IQ, describing emotional intelligence as a 'master' aptitude, one that 'affects all other abilities, either facilitating or interfering with them' (80). More recently, communication guru Kevin Thomson has provided carefully elaborated strategies for achieving the idealised state of Passion at Work. In this book and his companion text Emotional Capital, he argues for the role of emotional capital as central to business success. The elision of two relatively stable and legitimate discourses of the idea of 'capital' and 'emotional intelligence' is a clever rhetorical move. He links emotional capital directly to the idea of intellectual capital. Contemporary obsession with the new technologies and the developing new economy, based on service, has led to renewed interest in the storage and use of organisational knowledge as a form of intellectual capital, as Drucker rightly forecast. By drawing together the resources of this meaning for 'capital' and 'emotion', Thomson's term has considerable respectability and appeal for business. Eliding the idea of intellectual capital and intellectual property further strengthens this. This issue of ownership will be commented on in the latter part of the paper. Thomson goes on to argue, in Emotional Capital, that emotional capital is the 'fuel to fire your intellectual capital' (6). This emotional capital is 'begging to be valued as brand and corporate capital' (6). Legitimising strategies such as these make the idea of emotion and the more specific instrumentalisation of passion very attractive to managers looking for success in their work. Thomson offers simple, accessible promises for success based on these ideas. In 'Six Secrets for Personal Success' he suggests, again and again, that passion is the key. The final chapter puts this idea in perspective. It is called the 'Passion Pack: The 'How to' Mobilise Hearts and Minds and Generate Buy-in to Change' (169-211). This section contains a set of 'practical tools' to 'arouse your desire' to be passionate (170). A writer, like Thomson, has the capacity to be very influential. He was President of the International Association of Business Communicators (with a worldwide membership of 40 000) in 1998-1999, contributes regularly to professional journals, and works the speaking circuit. Just like Tom Peters before him, the capacity of persuasive management 'gurus' to put a spin on ideas combines with the important discursive moves made by other more powerful capacities to speak. These moves include the pronouncements of academics, including psychologists, educators, and governments, who are all looking for ways to shape up the population for own their various agendas. The capacity for 'naming' emotions, such as 'being passionate', has been identified as a characteristic of training programs and therapy approaches to communication training throughout the world, by researchers such as Cameron. Naming plays a critical part in developing and promoting emotional capital. This capacity allows and encourages fine-grained work on the self. However, it also puts a new spin on the relationship between managers and their organisations. Rather than to imagine emotions in the 'private' domain, it is now much more acceptable to manage the public heart of the manager. The instrumentalisation of emotion encourages on-going fine-tuning of behaviours and feelings in oganisations. What's more, managers themselves can opt to be trained by psychologists and communication specialists in learning to name and direct or redirect their previously unmanageable and often 'unwanted' emotional lives towards more productive work, as this now contributes to the emotional capital of the organisation. This emotional capital can contribute, alongside the intellectual and financial capital, to the success of the business. Maureen Plavsic's interview demonstrates that, at least at the very top of business, her intellectual/emotional property is not contested. For such a successful CEO, maybe the payoffs are good enough for her to make the creative move of reconstituting her identity in line with such demands. It remains to be seen how successful such moves will be in wooing managers further down the organisation. However, the governance of the population operates, not solely through its repressive capacities, but also through the seduction that images like 'emotional capital' conjure up for managers. If they enrol for communication training programs, they are offered not only the capacity to master the 'master aptitude', but also they are told from many different discursive terrains that they will achieve guaranteed access to business success. Becoming corporate capital is increasingly hard to resist in the new work order. References Cameron, Deborah.Good to Talk?: Living and Working in a Communication Culture. London: Sage, 2000. Drucker, Peter. Managing for the Future. Oxford: Butterworth Heinemann, 1990. Fineman, Stephen. Emotions in Organizations. London: Sage, 1993. Foucault, Michel. Governmentality. The Foucault Effect.Eds. G. Burchell, C. Gordon, & P. Miller. London: Harvester Wheatsheaf, 1991. Foucault, Michel. "On the Genealogy of Ethics: An Overview of Work in Progress". The Foucault Reader. Ed. P. Rabinow. London: Penguin, 1986. Foucault, Michel. "Technologies of the Self". Technologies of the Self: A Seminar with Michel Foucault. Eds. L. Martin, H. Gutman, & P. Hutton. Amherst: University of Massachusetts Press, 1988. Foucault, Michel. The Use of Pleasure. Ringwood, Victoria: Penguin, 1992. Goleman, Daniel. Emotional Intelligence. Why It Can Matter More Than IQ, London: Bloomsbury, 1996. Hall, Stuart. "Introduction: Who Needs Identity?" Questions of Cultural Identity. Eds. S. Hall & P. du Gay. 1-17. London: Sage, 1996. Hochschild, Airlie. The Managed Heart: Commercialization of Human Feelings. Berkeley: University of California Press, 1983. Kitney, Damon. "One to Watch". BOSS, Financial Review10 (2001): 25-8. Mumby, Dennis, and Putnam, Linda. "The Politics of Emotion: A Feminist Reading of Bounded Rationality". Academy of Management Review 17.3 (1992): 465-86. Schilling, Chris. The Body and Social Theory, London: Sage, 1993. Thomson, Kevin. Passion at Work. Oxford: Capstone, 1998. Thomson, Kevin. Emotional Capital. Oxford: Capstone, 1998. Tracy, Sarah. "Becoming a Character for Commerce". Management Communication Quarterly 14.1 (2001): 90-128. Links http://www.mngt.ac.nz/ejrot/ http://home.iprimus.com.au/panopticon1/ Citation reference for this article MLA Style Hatcher, Caroline. "Corporatising Character" M/C: A Journal of Media and Culture 4.5 (2001). [your date of access] < http://www.media-culture.org.au/0111/Hatcher1.xml >. Chicago Style Hatcher, Caroline, "Corporatising Character" M/C: A Journal of Media and Culture 4, no. 5 (2001), < http://www.media-culture.org.au/0111/Hatcher1.xml > ([your date of access]). APA Style Hatcher, Caroline. (2001) Corporatising Character. M/C: A Journal of Media and Culture 4(5). < http://www.media-culture.org.au/0111/Hatcher1.xml > ([your date of access]).