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Renáta Anna Dezső

May Each Learn?

Keywords: humanistic education, individual needs, educational demands, neurodiversity, plural intelligence concepts, multiple intelligences in the classroom, productive learning, active citizenship, autonomy and responsibility

The present contribution offers a theoretical introduction to and a sample of possible implementations of concepts rarely known and realized in Hungarian educational sciences and teacher education. While tolerating the value of subjective differences we may consider several factors. This study focuses on one of these elements: the possible educational applications of Gardner’s multiple intelligences (MI) theory applied through Productive Learning (PL) in teacher training. MI in classrooms of public education and teacher training may be interpreted as a consequence of neurodiversity. Discussing the ethical dimensions of his theory and reflecting on its educational applications Gardner insists on the elaboration of MI in schools concerning the Holocaust. Concerning a spot on relevant narratives in Hungarian public life this paper gives an introduction to an example of a curriculum development program and its realization of student teachers at the University of Pecs coordinated by the author between 2011 and 2013. The theoretical review of this research was realized in the frames of TÁMOP 4.2.4. A/2-11-1-2012-0001 “National Excellence Program – Elaborating and operating an inland researcher personal support system.” The project was subsidized by the European Union and co-financed by the European Social Fund.


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Learning-centered Education - Autonomy and Responsibility: