Teaching Interpersonal Intelligence During a Pandemic

Readers might be interested to see this article by Linda Blair, published in The Telegraph earlier this month. She describes how parents can help their children develop interpersonal intelligence, something which does not only happen in school.

You can read the full article below:

The Telegraph

By Linda Blair | July 6

How to Teach Children Empathy and Social Skills

As children face even more time out of school, Linda Blair offers advice on how to develop their sense of empathy at home

Many children will not be returning to school until autumn, and none will resume normal social activities any time soon. This has worried parents, who fear their children will not only lose out academically, but may also fail to develop good social and emotional skills.

Parents are right to recognise the importance of the latter. Daniel Goleman at Rutgers University has established a link between success at school and work, and well-developed emotional intelligence (EQ). EQ allows us to maintain fulfilling relationships and enjoy greater life satisfaction.

EQ is composed of two parts, self-understanding (the ability to recognise our own emotions and deal with them effectively) and a sensitivity to others. Harvard psychologist Howard Gardner defines this second aspect of EQ as the "ability to understand other people, what motivates them and how to work cooperatively with them". Empathy is the ability to understand others; social skills are what enable us to work cooperatively. It's arguable whether we need people around us to develop self-understanding, but it's hard to imagine how empathy and social skills can be acquired in isolation.

Does it follow that lockdown has caused many children to become less socially skilled and less empathetic? Although the answer depends on several factors - age, personality, personal circumstances, and the extent of social isolation - I'm convinced almost all children will show resilience and regain lost ground once we can feel less self aware and awkward when interacting with others. After all, children have continued to interact socially with their parent(s) - and any siblings - throughout the restrictions.

None the less, because EQ is so vital to well-being, it's important to encourage your children to work on their social and emotional skills.

Here's how:

  1. Show interest in their emotions and be a good role model: Ask how they are feeling and respond appropriately. For example, if they're sad, ask if they would like you to give them a hug or read them a story.

  2. Talk about how others are feeling: Read to them, and watch TV together. Ask them to guess characters' moods and why they might be feeling that way.

  3. Manage conflict well: Use arguments with siblings as opportunities to teach selfregulation (everyone has to sit alone and cool down for three minutes), empathy (each child must try to understand how the other is feeling), and compromise (each child must offer two resolutions).

  4. Awaken their inner thespian: Encourage them to write and act out plays or sketches, imagining the world through others' eyes.

  5. Use games and apps: There are a number of apps to teach empathy - try www.educationalappstore.com.

  6. Demonstrate empathy when explaining current restrictions: When you answer questions about why they can't socialise just now, explain with regard to those they will help, the frail and vulnerable (perhaps a grandparent) and our health and care workers.

Linda Blair is a clinical psychologist and author of Siblings: How to Handle Rivalry and Create Lifelong Loving Bonds.

Review of Howard Gardner Memoir

Howard Gardner’s intellectual memoir, A Synthesizing Mind, is due to be published in September, 2020. Those interested may like to see this review from the Kirkus Reviews magazine.

The full article is reproduced here:

A SYNTHESIZING MIND

A MEMOIR FROM THE CREATOR OF MULTIPLE INTELLIGENCES THEORY

BY HOWARD GARDNER ‧ RELEASE DATE: SEPT. 29, 2020

The latest view of intelligence combined with a compelling autobiography.

Gardner, professor of cognition and education at Harvard Graduate School of Education, has made groundbreaking contributions to cognitive psychology, and this lively memoir includes an extensive yet accessible introduction to his work. The son of refugees from Nazi Germany, he was a bright, curious child with enough musical talent to teach piano. Breezing through Harvard, he sampled the humanities, but psychoanalyst Erik Erikson piqued his interest in the study of human intellectual development. After these early life details, the author delivers a lucid account of the life of a successful academic: thinking, investigating, teaching, and arguing about unanswered questions and then communicating his ideas in hundreds of blog posts, articles, and several dozen books, many for a popular audience. Dismissing the controversy over whether psychology is a “hard” science, Gardner explains that he avoids laboratory experiments, preferring to examine existing ideas to see where they lead. Possessing a “synthesizing mind,” he prefers to “take in a lot of information, reflect on it, and then organize it in a way that is useful.” Although not shy about describing other contributions, his fame rests on theories of how humans process information. Unhappy with the standard measure, the IQ test, which stresses language and logic, Gardner absorbed the massive literature on cognitive psychology and concluded that humans possess seven distinct techniques for acquiring knowledge, which he called “intelligences.” Besides the two IQ standards, he added musical, spatial (navigation, chess playing), kinesthetic (athletics, dancing), interpersonal (leadership, salesmanship), and intrapersonal (self-knowledge, wisdom), which he introduced in his 1983 book, Frames of Mind. He later added several more. Gardner admits that he “would not have achieved a certain degree of notoriety if I had chosen some other noun: seven capacities; or seven competences; or seven kinds of minds” or talents, gifts, or learning styles. “Intelligence” caught everyone’s attention.

An insightful memoir from an eminent psychologist.

Existential Intelligence: Why now? 

By Howard Gardner

Recently, I have noticed an interesting phenomenon: an uptick in the number of inquiries I receive about “existential intelligence” (which I’ve abbreviated as Ex I). I have become intrigued by the reason for this phenomenon and how to respond to it. 

Let me explain.

A dozen years after I introduced the theory of multiple intelligences (1983), I speculated about the possibility of a 9th “existential intelligence.” As I described it at the time, “existential intelligence” is the cognitive capacity to raise and ponder “big questions”—queries about love, about evil, about life and death— indeed, about the nature and quality of existence. I quipped that these are the questions that nearly every child raises—but most young people are more engaged in asking the question than in pondering the possible answers. “Existential questions” are the particular purview of philosophers and religious leaders, but most of us ponder them from time to time, and they are raised regularly in works of art and literature.

At the time I hesitated to anoint this candidate as a “full-fledged intelligence.” I was uncertain about some kind of brain or neurological basis for this capacity (one of the criteria I had proposed for an independent intelligence); whether it was a universal capacity or one that only emerged in a post-Socratic society; and, most fundamentally, whether it might genuinely be considered a separate intelligence, or just an amalgam of several already identified intelligences—perhaps linguistic, logical-mathematical, and the personal intelligences. Also, I insisted that existential intelligence was not in and of itself a religious or spiritual or sacred capacity; as I quipped, “If I announced a spiritual intelligence, it might please some of my friends, but it would also delight my enemies.”

In the intervening period, though much of my correspondence still concerns “MI” theory, I have gone on to other pursuits (see the thegoodproject.org). In particular, I am no longer in the business of announcing or denouncing candidate intelligences. Of course, individuals have always been free to describe other intelligences—and, on the basis of some intriguing evidence from developmental psychology, I myself sometimes speculate about a “pedagogical” or “teaching intelligence.”

Back to the correspondence: some writers want to know whether “Ex I” has passed the test and is now officially an intelligence. (Answer: “Sorry, no, It’s still in limbo.) Some writers want a test for “Ex I,” or claim that they have already created a test. (Answer: “No test from me, but if you send me your sample test, I’ll give you some feedback.”) And whether explicitly or implicitly, some writers assume that existential intelligence has been established—it is a genuine phenomenon—and that it is the same as “spiritual” or “religious” intelligence. (Answer: “the candidate intelligence features the raising and pondering of big questions; these can certainly include spiritual or religious issues thought they need not—pondering the universe or a grain of sand qualify as well. And please do not assume that I am promoting any specific religion, or religion in general—though it’s fine if you do so in your own name.”)

Of course, the raising of questions about existential intelligence might just be a fluke or a coincidence—perhaps next year, it will be bodily intelligence or musical intelligence or computer intelligence (a favorite some years ago). But I suspect that there is another phenomenon at work in others and in myself.

Almost no one in the world was prepared for the COVID-19 pandemic. Suddenly, immediate and long-term plans have had to be scuttled; daily routines have been substantially altered for months, with no end in sight; we need to protect ourselves and others every waking hour; and, alas, many have lost their livelihoods and their security and some have lost their lives. Except for those on the front lines (to whom we will always be indebted) many of us have additional time available. And while we can and of course do while away the time in many ways, some of that time may well be devoted to the pondering of Big Questions—the kinds of questions that many of us pondered as children, or at times of change or crisis—but are now confronting most of the conscious world. I suspect that some of my correspondents may well be devoting significant amounts of time to pondering such life-and-death issues and wondering about the ontological status of this capacity—more concretely, whether it draws on existential intelligence.

As I reflect on my own preoccupations, I find evidence for this trend. In my case, it began in 2016 with the election of Donald Trump and my worries about the threats to democracy, decency, and to other values that I hold dear. I began to read books (e.g. 1984, The Plot Against America, It Can’t happen Here) and watch movies (A Face in the Crowd, All the King’s Men, Casablanca)that deal with the delicate state of democratic institutions and values at a time of nationalism, xenophobia, the rise of fascism, loss of status, and the like.

The advent of COVID-19 constituted an additional whammy. I should say, at the start, that my wife and my immediate family are fortunate—far more fortunate than most—in that we have been safe and secure to this point. And I have been able to continue much of my work in my home and in daily—sometimes hourly—online conversations with colleagues. But of course, much of the world is not in that protected situation. Moreover, I’ve been personally shocked by the number of individuals, particularly in the United States, who do not take the pandemic seriously and openly defy advice and even mandates to protect themselves and—more importantly—to protect others.

The combination of threats, on the one hand, and time to think, on the other, has also affected the timing of my thinking and what I think and read about. Each morning, at the crack of dawn, I walk around the neighborhood for the better part of an hour—and each evening before I go to sleep—I recline in bed for a comparable length of time—and simply think about things—including the themes of this blog post. I had never engaged in either of these activities before. And much of the unstructured time is spent pondering big questions—including ones that deserve to be called existential. Of course, some of this cognitive wandering may simply reflect my age and point in the life cycle—I am 77 years old and have had significant health challenges. As my mentor the psychoanalyst Erik Erikson put it, this last stage of life is a time to weigh feelings of integrity versus feelings of despair. But some of this mental meandering seems to be tied more closely to the events in the world. I’ve been reading “big books” about Western and Eastern philosophy and watching many American and British movies from the 1930s and 1940s, a time similar to ours in some ways. 

Most directly related to the topic of this blog, recently my wife and I have been re-reading Albert Camus’ famous novel La Peste (usually translated as The Plague). Camus describes the sudden eruption of a plague in a North African city and the way in which this epidemic disrupts all the lives of the city’s inhabitants and causes many deaths. The novel can be read simply as the account of a terrible disease and its expected as well as its surprising sequelae.

But in my view, The Plague is fundamentally an essay on the essential meaninglessness of life and the need, accordingly, for all of us to seek to make meaning. The plague itself has no meaning. This message comes out most dramatically in the vignette of the Jesuit priest, Paneloux, who castigates his congregation for not behaving well enough and having been accordingly punished by God with the deadly disease. But before he himself succumbs to the plague, as he watches the cruel suffering of a young boy, the priest comes to realize that there is no hidden message of reward or revenge in the plague—as we might say today, “it is what it is.” Camus’ message: plagues never go away. They erupt, then hide, and can fester and reappear at any time in our lives. Hence, our only choice is to make meaning out of the brief time we have on earth. Perhaps the most important meaning is decency towards our fellow humans.

There is a name for this perspective—existential philosophy. Though one can find roots of existentialism in the Greeks, particularly the Stoics, it is generally attributed to the Danish philosopher Soren Kierkegaard, and to the 20th century French writers Jean-Paul Sartre and Albert Camus. And while many other writers (and other artists and even, occasionally, political leaders) across the world and across topics now reflect an existential perspective, I find it best captured in Camus’ brief novel.

And so even if I had not noticed an uptick in my mailbox, I would still have been engaged in using (and pondering the nature of) my existential intelligence. I thank my correspondents for bringing this latent motive into my consciousness—and I am pleased to have the opportunity to share it with you.

Let's Talk About Race

In a recent newsletter from the Multiple Intelligences Network, Dr. Thomas Hoerr advises educators on the need for dialogue about race in schools. Read his thoughts on the importance of teaching the personal intelligences and developing social-emotional learning (SEL), including how to embrace diversity and encourage empathy.

The full article is reproduced here:

June 2020

Hello to MI Friends,

We are experiencing two pandemics. COVID-19 has changed our lives for months, inhibiting our actions and causing illness and death. And now a racial pandemic engulfs us. The Coronavirus is a relatively new phenomenon; it has been around less than a year and has spread exponentially for months. The racial virus, "a harmful or corrupting agency," is even more pernicious. Racism in this country goes back 400 years; the first slaves arrived in the USA in 1619, and the protests occurring today are the result of centuries of ignorance, discrimination, and injustice.

The encouraging news in the racial pandemic is that both blacks and whites are protesting against the racist status quo. An article in the June 16 New York Times notes, "As crowds have surged through American cities to protest the killing of George Floyd, one of the striking differences from years past has been the sheer number of white people" (p. A19). Let's hope that the outcries and protests aren't evanescent, and that they continue as a force on reconsidering not just policing, but the expectations, rules, and laws that govern our society.

Last month I wrote about COVID-19 and I talked about the importance of formally teaching the personal intelligences and developing social-emotional learning (SEL) in schools. That's still the case. Now our long overdue focus on diversity and equity further increases this need. We educators have an obligation to develop better people, not just stronger students, so we need to focus on teaching children how to manage their emotions, manage relationships, and solve interpersonal problems. That includes teaching them how to Embrace Diversity, one of my Formative Five success skills.

As a first step, in every school, regardless of its location, demographics, or history, there needs to be dialogue about race in society and race in schools, including your school. This won't be easy but it's essential. We cannot only focus on the 3 R's and raising test scores. Before the day when students arrive, faculty members must have talked about race, done a deep dive into their current practices and attitudes, and begun to plan to talk about how issues of race, privilege, and equity can be addressed in PD session and in classrooms with students. This is a big challenge! It cannot be done in three or six hours; I suggest beginning now by convening a book group and maybe adding a day of meetings when teachers return. A valuable resource to begin this faculty discussion might be to read Robin DiAngelo's book, White Fragility: Why It's So Hard for White People to Talk About Racism. If you're a school administrator, recognize that you cannot solve this problem alone. Consider a faculty Diversity Committee and a faculty leader as well: WhyYouNeedADiversityChampion. Another good resource is AvoidingRacialEquityDetours.

Finally, empathy must be at the center of our diversity efforts. We need to understand how others see and feel the world. Some of my thoughts on empathy were captured in a short video in early February at the Microsoft headquarters for their Teaching Happiness program: TomOnEmpathy.

Hang in there! Our efforts are even more important in these times of tumult. Enabling students to use MI to learn and developing their personal intelligences, their SEL. will position them for success in an ever-changing world.

Thanks for reading. I'd be pleased to hear from you!

TOM

Thomas R. Hoerr, PhD

thomasrhoerr.com

trhoerr@newcityschool.org

ASCD MI Network Facilitator

The Multiple Intelligences Network is a Professional Interest Community (PIC) sponsored by ASCD. It is facilitated by Dr. Thomas Hoerr - Emeritus Head of School of the New City School, St. Louis, Missouri.


Learning Survival Skills Using MI Theory

With schools closed during the COVID-19 pandemic, teachers do their best to keep students engaged while learning online. This article from Telluride News describes how one educator in Colorado, USA has adapted her school’s survival skills unit using the Theory of Multiple Intelligences. The unit is experiential and cross-curricular, encouraging students to use as many of their intelligences as possible with what she calls an  “Adventure Survival Passport.” 

Read the full article below to learn how the unit was inspired and what it entails.

TELLURIDE NEWS

April 29, 2020

Survivals skills with a twist: Fourth-graders participate in alternative survival skills project

By Bria Light 

In the life of a Telluride fourth-grader, this time of year would normally find students learning to dress cuts and care for wounds, check for obstructions of an injured person’s airway, and assess the situation for danger before helping someone with an injury, among other skills. This program, which provides an opportunity for students to receive their Basic Aid Training under the instruction of local EMTs, is almost a rite of passage for fourth-graders, who each receive their very own first aid kit upon completion of the unit.

The program, which has been instilling basic first aid skills in local fourth-graders for years, normally brings in local EMTs and other emergency personnel such as police officers, firefighters and ski patrollers to convey practical skills, as well as demonstrate the wide range of options in emergency care professions.

“It seems to be developmentally appropriate to teach these survival skills at the fourth-grade level for a few reasons,” said Lisa Andrews, a local EMT who has been helping with the program for the past eight years. “Kids, especially local kids, are beginning to venture a bit farther from home and parents, and this course arms them with information and hands-on practice so that they know what to do if a problem arises. With basic skills of how to care for themselves and their pals, they are a bit safer when they head out on bikes, skis or hiking.”

This year, however, due to the COVID-19 pandemic forcing schools to transition to online learning platforms, things are different. Local EMTs and emergency personnel cannot come into the school in person and set up the usual five stations to teach aid skills, nor can students tour an ambulance. Nonetheless, local EMTs already had the first aid kits stocked and ready to give to each student, and fourth-grade teacher Sue Herir, who heads this year’s survival skills unit, did not want students to miss out on the tradition due to the pandemic.

“Fourth grade is typically such a great grade because they go on all these field trips and do all these interactive projects, and it’s become known that fourth grade is when you get your first aid kit,” Herir said. “So even though they won’t get to do the paramedic piece of it, I didn’t feel like these kids should miss out on it.”

Instead, she devised an alternative plan for students to get creative and learn about survival skills, using the format of an “adventure survival passport.” Each student must complete a reading, writing and math challenge related to survival skills or stories, and may then choose from optional tasks such as creating a backpacking checklist, making a list of edible and inedible foods found in their local environment, and creating a video lesson to teach the class a survival skill like fire-building or knot-tying. For the math component of the unit, students incorporate hands-on STEM skills by building a survival shelter for Ravioli, the fourth-grade math teacher’s dog.

“We wanted to incorporate a lot of cross-curricular activities, tying in science, Spanish, writing and other subjects,” said Herir, while also adding in fun options like creating a game of survival or writing a song based on the theme.

“I always love trying to include all the multiple intelligences, giving kids the opportunity to bring in their interests in music, or movement, or dance, or whatever,” she said of the process of creating the survival skills passport project. “This project gave me license to be able to give kids those options.”

For Andrews’ part, though the kids won’t be able to meet with emergency medical professionals this year, she and other EMTs are happy to be able “to continue the practice of giving each kid a very cool first aid kit upon completion of the course.”

“We have been told that kids like the first aid kits and many keep them for years, replenishing the supplies and supplementing them as well,” Andrews said. 

With so much time out of the classroom and on the computer screen, teachers and students alike have had to adapt quickly to new ways of learning. So if you spot a kid outside in the woods building a dog-sized survival structure, rest assured that they are likely just doing their homework.