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According to Dr. Howard Gardner, Professor of Cognition and Education at the Harvard Graduate School of Education, intelligence refers to a biopsychological potential of our species to process certain kinds of information in certain kinds of way. In his "theory of multiple intelligences," he argued that human beings have evolved to be able to carry out at separate forms of analysis:

  1. Linguistic intelligence (as in a poet);
  2. Logical-mathematical intelligence (as in a scientist);
  3. Musical intelligence (as in a composer);
  4. Spatial intelligence (as in a sculptor or airplane pilot);
  5. Bodily kinesthetic intelligence (as in an athlete or dancer);
  6. Interpersonal intelligence (as in a salesman or teacher);
  7. Intrapersonal intelligence (exhibited by individuals with accurate views of themselves).
  8. Naturalist intelligence (as in environmentalist or biologist)

His findings indicate that intelligences could not be measured in the abstract; instead new environments had to be created, contexts more like children's museums than like traditional schoolrooms, in which children's intellectual proclivities had an opportunity to be elicited and practiced.

Jean Piaget, a professor of psychology at the University of Geneva from 1929 to 1954, was a French Swiss developmental psychologist who is most well known for organizing cognitive development into a series of stages.

For example, he outlines four stages of cognitive development:

  1. Sensorimotor (children experience the world through movement and senses and learn object permanence)
  2. Preoperational (acquisition of motor skills)
  3. Concrete Operational (children begin to think logically about concrete events)
  4. Formal Operational (development of abstract reasoning).

Broadly speaking it consisted of a cycle:

  • The child performs an action which has an effect on or organizes objects, and the child is able to note the characteristics of the action and its effects.
  • Through repeated actions, perhaps with variations or in different contexts or on different kinds of object, the child is able to differentiate and integrate its elements and effects. This is the process of reflecting abstraction.
  • At the same time, the child is able to identify the properties of objects by the way different kinds of action affect them. This is the process of empirical abstraction.
  • By repeating this process across a wide range of objects and actions, the child establishes a new level of knowledge and insight. This is the process of forming a new cognitive stage. This dual process allows the child to construct new ways of dealing with objects and new knowledge about objects themselves.
  • However, once the child has constructed these new kinds of knowledge, they start to use them to create still more complex objects and to carry out still more complex actions. As a result, the child starts to recognize still more complex patterns and to construct still more complex objects. Thus a new stage begins, which will only be completed when all the child's activity and experience have been re-organized on this still higher level.

Subscribing to the importance of providing a complete and comprehensive program as advocated by these renowned researchers, our MIM strives to fulfill:

  1. Piaget's Learning Theory.
  2. Fufill the requirements for the accomplishment of Multiple Intelligences education.
  3. Build the concept of numeric from abstract to concrete through the use of abacus.

Our MIM programme is divided into 4 levels beginning from learning concept in algebra, geometry, measurement, statistics and logic. From Elementary to Advanced level, students' capabilities including personal development are nurtured based on the concept of Learning While Playing.

For more details of our program, please contact us or our nearest authorized centres.

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