Bodily Kinesthetic Quotes

Gardner's intelligences are: 1. musical-rhythmic, 2. visual-spatial, 3. verbal-linguistic, 5. bodily-kinesthetic (athleticism, dancing, acting), 6. interpersonal (or "social" intelligence), 7. intrapersonal (or self-knowledge), 8. spiritual (think Moses, Jesus, Mohammed, Buddha, for example), 9. moral (ability to solve problems within a moral and ethical frame, think King Solomon), and 10. naturalistic (knowledge of nature, plants, animals, and the sorts of things one might need to know to survive in the wilderness). p124

The IQ test was supposed to measure your capacity to think and learn and therefore to predict your success in school. However, contemporary psychologists have debunked this whole idea of a single capacity called intelligence. You have not one but at least seven intelligences, according to Harvard psychologist Howard Gardner. • Linguistic intelligence • Logical-mathematical intelligence • Spatial intelligence • Musical intelligence • Bodily-kinesthetic intelligence • Intrapersonal intelligence (knowing yourself) • Interpersonal intelligence (knowing other people)

The Marland definition of giftedness (page 499) broadened the view of giftedness from one based strictly on IQ to one encompassing six areas of outstanding or potentially outstanding performance. The passage of Public Law 94–142, the Education for All Handicapped Children Act, in 1975 led to an increased interest in and awareness of individual differences and exceptionalities. PL 94–142, however, was a missed opportunity for gifted children, as there was no national mandate to serve them. Mandates to provide services for children and youth who are gifted and talented are the result of state rather than federal legislation. The 1980s and 1990s: The Field Matures and Provides Focus for School Reform Building on Guilford’s multifaceted view of intelligence, Howard Gardner and Robert Sternberg advanced their own theories of multiple intelligences in the 1980s. Gardner (1983) originally identified seven intelligences—linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal (see Table 15.2). Describing these intelligences as relatively independent of one another, he later added naturalistic as an eighth intelligence (Gardner, 1993). Sternberg (1985) presented a triarchic view of “successful intelligence,” encompassing practical, creative, and executive intelligences. Using these models, the field of gifted education has expanded its understanding of intelligence while not abandoning IQ as a criterion for identifying intellectually gifted children. A Nation at Risk (National Commission on Excellence in Education, 1983) described the state of education in U.S. schools as abysmal. The report made a connection between the education of children who are gifted and our country’s future. This commission found that 50 percent of the school-age gifted population was not performing to full potential and that mathematics and science were in deplorable conditions in the schools. The message in this report percolated across the country and was responsible for a renewed interest in gifted education as well as in massive education reform that occurred nationally and state by state.

For each object, just as for each painting in an art gallery, there is an optimal distance from which it asks to be seen--an orientation through which it presents more of itself--beneath or beyond which we merely have a confused perspective due to excess or lack. Hence, we tend toward the maximum of visibility and we seek, just as when using a microscope, a better focus point, which is obtained through a certain equilibrium between the interior and the exterior horizons...The distance between me and the object is not a size that increases or decreases, but rather a tension that oscillates around a norm. The oblique orientation of the object in relation to me is not measured by the angle that it forms with the plane of my face, but rather experienced as a disequilibrium, as an unequal distribution of its influences upon me...If I bring the object closer to me, or if I turn it around in my fingers in order to 'see it better,' this is because every attitude of my body is immediately for me a power for a certain spectacle, because each spectacle is for me what it is within a certain kinesthetic situation, and because, in other words, my body is permanently stationed in front of things in order to perceive them and, inversely, appearances are always enveloped for me within a certain bodily attitude...not through a law or from a formula, but rather insofar as I have a body and insofar as I am, through this body, geared into a world. And just as perceptual attitudes are not known by me individually, but rather implicitly given as stages in the gesture that lead to the optimal attitude, correlatively the perspectives that correspond to them are not thematized before me one after the other and are only presented as pathways toward the thing itself with its size and its form...The system of experience is not spread out before me as if I were God, it is lived by me from a certain point of view; I am not the spectator of it, I am a part of it, and it is my inherence in a point of view that at once makes possible the finitude of my perception and its opening to the total world as the horizon of all perception...In other words, perceptual experiences are linked together, motivate each other, and are involved in each other...The world is an open and indefinite unity in which I am situated.

Intelligence can also be broken down in terms of the skills that constitute it. One theory breaks it down into three separate skills: language ability, the speed and ability to perceive the world accurately, and the ability to manipulate spatial images in one’s head. Another theory goes even further, arguing that there are eight distinct dimensions that underlie intelligence: linguistic, logical-mathematical, spatial, musical, naturalist, bodily kinesthetic, interpersonal, and intrapersonal.