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00:00인공지능의 세상
00:30인공지능 이론을 발표하며 교육계의 슈퍼스타로 떠올랐죠
00:33말 그대로 인간의 지능이 하나가 아니라는 겁니다
00:41전세계 부모 마음을 움직인 다중지능
00:54RQ 말고 다른 지능을 찾고 싶다면 이 강의를 추천합니다
01:00전세계에 흩어져 있는 위대한 생각들을 모았습니다
01:09어떤 생각은 우리를 저 먼 곳으로 데려갑니다
01:16전세계의 슈퍼스타로 떠올랐죠
01:25Hello EBS viewers
01:45Welcome to We De Han Suop, Great Minds
01:50I'm Howard Gardner
01:52I'm a research professor at the Harvard Graduate School of Education
01:56I've actually been at Harvard for over 60 years
02:00and have worked at an organization called Project Zero
02:05for over 55 years at Harvard
02:07and today I'll be speaking with you about some of the research and ideas
02:12that my colleagues and I have developed over that period of time
02:15So, on to intelligence
02:20In psychology, the standard view of intelligence
02:25was developed over a century ago in Paris
02:28by Alfred Binet, gifted psychologist
02:32He was trying to predict
02:40which students would have trouble in school
02:42which students would do well
02:44and he realized that if you ask students a bunch of questions
02:49and you noticed how well they did
02:51That was a pretty good prediction
02:53of how well they would do in school
02:58Of course there's even a better prediction
02:59which is how you did last year
03:01I'd much rather know how someone did last year
03:03than how they do on a so-called IQ test
03:07But this idea has been very powerful in psychology
03:10and the way I think about it
03:12it's as if inside our skull we had one computer
03:15we'll call it the intelligence computer
03:18and if you did well in one thing
03:20you would do well in everything
03:21If you were average in one thing
03:23you'd be average in everything
03:25and if, alas, you didn't do well
03:27you'd be do poorly in everything
03:31Now, once you begin to think about that
03:33it doesn't make a lot of sense
03:35but that didn't keep psychologists from embracing the idea
03:39until with very talented colleagues
03:43over 40 years ago
03:45One that captures human mental capacities
03:51and all of their complexity
03:53which describes all the things that human beings can do
03:56and do well
03:57the things that are valued in different cultures
03:59how the brain is organized
04:01what we know about genetics
04:05I did an interdisciplinary study
04:07of many, many different fields of study
04:10and as a result
04:12I came up to the conclusion that the idea of one computer
04:15in your skull
04:16doesn't make sense
04:18instead we have
04:19a number of different computers
04:21and the fact that one computer is excellent
04:23doesn't predict whether the second one
04:25or the third one
04:26will be equally good
04:27we have scattered cognitive profiles
04:30and if somebody's a good athlete
04:32we don't expect they're going to be good at learning Greek
04:34but what I did
04:36was to decide
04:37that each of these computers
04:39should be called a separate intelligence
04:42and so the theory of multiple intelligence
04:44to summarize it in a sentence
04:46claims
04:48we don't have a single computer in here
04:50we have a bunch of computers
04:53initially I thought there were seven
04:56now I think there are probably nine or ten
05:00but the important point
05:04is strength or weakness in one computer
05:07doesn't predict strength and weakness
05:09in other computers
05:11so
05:12what are those computers
05:14what are those intelligences
05:15if you like
05:16what are those talents
05:17well the first two
05:19are called linguistic intelligence
05:21and logical mathematical intelligence
05:23and I introduce them together
05:25because basically
05:26that's what you're looking at
05:28when you look at an IQ test
05:30IQ test is
05:31some language
05:32some logic or mathematics
05:34maybe a smattering of other things
05:36but it's basically logic and math
05:38and if you want to predict
05:39who's going to be a good
05:40law school professor
05:41give them an IQ test
05:43because law school professors
05:44have to be good in language
05:46and they have to be good in logic
05:48but
05:49even psychologists will tell you this
05:51the further you go out
05:53on the continuum
05:56where you find people
05:57who are really good in language
05:59they aren't necessarily very good
06:00in logic and math
06:01they're going to be poets
06:03and people who are very good
06:04in logic and math
06:05let's say they're computer programmers
06:07they may not be very good
06:08in learning
06:10in learning language
06:11but law school professors
06:12they have to do both
06:13so they have
06:14they're the standard IQ type
06:16so what are the other intelligences?
06:18musical intelligence
06:25the intelligence of people
06:26who can sing
06:27who can compose
06:29who can recognize melodies
06:31who can create melodies
06:32and so on
06:35fourth one is spatial intelligence
06:38the capacity to find your way around
06:40wide spaces
06:41the way a navigator would
06:43an airplane pilot
06:45or more local kinds of space
06:48like a sculptor
06:49or somebody who can solve a maze
06:52the fifth one is bodily kinesthetic intelligence
06:56and that's the capacity to use your whole body
06:59or parts of your body
07:02to solve problems
07:04or to make things
07:05so
07:06you know if you're a surgeon
07:08you're going to need to have
07:09good bodily kinesthetic intelligence
07:11if you're an athlete
07:12a dancer
07:14a mechanic
07:15and as I'm running through these things
07:18I hope you're thinking to yourself
07:19yeah
07:20so and so is a good mechanic
07:22but I wouldn't
07:23give her a crossword puzzle
07:24to solve
07:25or vice versa
07:26so we have an intuition
07:28that these
07:29capacities or talents
07:30are not
07:31closely
07:32yoked together
07:33except
07:34in the claim
07:35that we have one computer
07:37up there
07:38the next two intelligences
07:40have to do with
07:41human relations
07:42interpersonal intelligence
07:44and intrapersonal intelligence
07:47and interpersonal intelligence
07:50means
07:51our ability to understand other people
07:53to know what motivates them
07:55to be able to cooperate with them
07:57to be able to
07:58perhaps beat them in a game
07:59or
08:00to
08:01invent something together with them
08:03or
08:04compete with
08:05on some kind of a
08:07matrix or maze
08:09and
08:10this is the kind of capacity
08:11which
08:12people who are in
08:15business
08:16salespeople
08:17people who teach
08:19people who
08:20are involved in
08:22therapy
08:23and social work
08:25they need to have
08:26high degrees of
08:27interpersonal intelligence
08:28nowadays that's often called
08:30social intelligence
08:31or emotional intelligence
08:33but for me it's just a computer
08:35that works well
08:37in
08:38recognizing
08:39other people
08:40the seventh intelligence
08:42is
08:43intrapersonal intelligence
08:45it means having a good
08:46working notion
08:47of
08:48yourself
08:49how you work
08:51how you play
08:52what bothers you
08:54what excites you
08:56what you should do
08:57if you want to improve yourself
08:59what you should do
09:00if you want to change yourself
09:02in various ways
09:03intrapersonal intelligence
09:06is the hardest to study
09:08I can put you in a
09:09situation with somebody else
09:10to see what kind of
09:11interpersonal intelligence
09:12you have
09:13say in a
09:14in some kind of a
09:15game theory
09:16enterprise
09:17I can watch you play an
09:19instrument or dance
09:20or solve a puzzle
09:21or
09:22you know
09:23do mathematics
09:25to figure out how good you are
09:27in the other intelligences
09:28but I like to joke
09:30that only your therapist knows
09:32for sure
09:33how smart you are about yourself
09:35because probably nobody thinks
09:36they're stupid by themselves
09:37but many of us
09:38think my goodness
09:40Howard really doesn't understand
09:41how he's behaving here
09:42and he needs to
09:44get a handle on what he's like
09:46intrapersonal intelligence
09:47is increasingly important
09:49in a
09:50in the world where we don't all
09:51do the same thing
09:52and we aren't all trying to
09:54be like everybody else
09:55you need to develop a
09:56coherent sense of self
09:58and that's
09:59that's not
10:00easy to do
10:01I think it's probably
10:02more of a
10:03an ability that was
10:05been valued for a long time
10:06in the West
10:07in Europe
10:08in the United States
10:09than in
10:10in Asia
10:11which I think has been more
10:13interpersonally oriented
10:14than it is
10:15intrapersonally oriented
10:17but if you're in Korea
10:18you know
10:20your great-grandparents
10:21might not have thought
10:22that much about
10:23how they're different
10:24people
10:25but we now have a world
10:26in which everybody's
10:27in contact with
10:28everybody else
10:29and I'm sure you
10:30and your children
10:31or grandchildren
10:32or parents
10:33do spend time
10:34thinking about
10:35myself
10:36who am I
10:37what am I trying to accomplish
10:38am I doing it in a wise way
10:39or not
10:40so
10:41those were the original
10:42seven intelligence
10:44needless to say
10:46people began to
10:47write me
10:48and phone me
10:49and
10:50grab me on the street
10:51and say
10:52hey isn't there a cooking intelligence
10:53isn't there a humor intelligence
10:55isn't there a
10:56humor intelligence
10:57isn't there a financial intelligence
10:58isn't there a sexual intelligence
11:01isn't there a computer intelligence
11:04and I said look
11:06there might be
11:07but you can't just
11:09announce an intelligence
11:10I wouldn't have had to work
11:12for five years
11:13with a very good staff
11:14if I was just going to decide
11:16what is or isn't intelligence
11:17I have a set of eight criteria
11:20which range from genetics
11:22and
11:23brain
11:24representation
11:25to tests
11:26to
11:27games
11:28and it's only when
11:29all of those criteria
11:30point to something
11:31as being an intelligence
11:32that I'm willing to
11:33let it into that holy
11:35corner
11:36of a
11:37Howard Gardner intelligence
11:39there's one intelligence
11:41which I have become convinced of
11:42and I call that
11:43naturalist intelligence
11:45intelligence
11:46and that's the intelligence
11:47which allows us to make
11:49meaningful discriminations in nature
11:55how to tell one plant from another
11:57one animal from another
11:59one cloud configuration from another
12:03one tree from another
12:05one rock from another
12:07and I think that's a separate intelligence
12:12we think of
12:14Charles Darwin
12:16or
12:17John Audubon
12:18or Linnaeus
12:19or a famous
12:20naturalist
12:21and I think that intelligence
12:22deserves
12:23a place of its own
12:24there are two others that I have
12:27fantasized about
12:30one I call
12:33existential intelligence
12:34now that's
12:35a big word
12:36it's a word
12:37it's a word
12:38taken from philosophy
12:39but when I talk about
12:40existential intelligence
12:41I'm talking about
12:42the capacity
12:43to ponder
12:45big questions
12:46to think about
12:50what is life
12:51what's going to happen to me
12:53in my life
12:54what's going to happen
12:57after I
12:58die
12:59what is love
13:01why do some people hate
13:05why do some people hate
13:06why do I hate some people
13:12these are big existential questions
13:15and it's the kind of intelligence which philosophers have
13:19but also people involved with religion
13:22they might be
13:23it might be people who are actually ministers or clerics of some sort
13:28but there are also people who may not believe in God but who are humanists
13:32but who really spend a lot of time thinking about big questions
13:35so I think there might be an existential intelligence
13:38I even have a sense that it might be somewhere in the temporal lobe of the brain
13:42but I don't have the time to do that research anymore
13:45so it's up to other people to say
13:47whether or not existential intelligence belongs in that sacred arc where we place intelligences
13:55and the other intelligences that I think about other possible intelligence
14:02is a pedagogical intelligence
14:04pedagogy is a big word
14:07it basically means teaching
14:09teaching intelligence
14:11and you might say well that's interpersonal intelligence
14:14and possibly it is
14:16it's a kind of interpersonal intelligence
14:18but it's quite specific in the sense that
14:21you could have two people who are equally skilled in something
14:24and one person can teach it very well
14:27and the other person can't teach it at all
14:29and one of the ways we can get at pedagogical intelligence
14:32is to see whether someone who has a skill
14:38will teach it differently
14:40to somebody who's older and more knowledgeable
14:43than somebody who's younger and less knowledgeable
14:46but by and large
14:51a person with pedagogical intelligence
14:53sort of tests the waters
14:55and says
14:56this student needs this much help and guidance
15:00to use a term from the psychologist Vygotsky
15:07this much scaffolding
15:09it's like the structures you build to help somebody
15:14and this person doesn't need so much
15:16and of course if the person doesn't understand the first thing
15:18then you say wait a second
15:19I've got to do some adjusting
15:21so because I called them intelligence rather than talents
15:26these ideas got a lot of attention
15:29but the attention that it got surprised me
15:32it never got a great deal of attention from psychologists
15:36I've often wondered why
15:38but educators found it extremely interesting
15:44very valuable
15:45and to quote the artist Andy Warhol
15:48I got my 15 years of fame many years ago
15:51when I proposed the theory of multiple intelligences
15:54the news is that I didn't want to spend the rest of my life
15:59working on multiple intelligences
16:01so I've moved on to other things which I'll talk about
16:03in the remaining parts of this lecture series
16:08but I couldn't run away from it either
16:10and so in the next part of this series
16:13I'll be talking about some of the educational implications
16:16of multiple intelligences or MI theory
16:20so thank you for delivering all of the equipment
16:23and everybody else knows
16:24and so on
16:25I'll be talking about some of the attention
16:26in this lecture series
16:27this up the melody
16:29and I thought you'd get to see
16:32once a while
16:34and I said it
16:36this on your head
16:38the we would be talking to you
16:41about those arrangements
16:42mostlyotchety ferrines
16:43감사합니다.
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