Chapter 2: MI

Chapter 2 began with an inventory on figuring out which intelligence the reader is dominant. There are many tests that show individuals intelligences which prove how difficult it is to accurately determine someone’s intelligences. There are ways to become stronger in other intelligence which is important for teachers to learn to do. It is important because every student is different and has different needs and ways to be effectively taught. Teachers can do things such as calling on a colleague’s expertise, or asking a student who may be more efficient in certain intelligences. Also using technology is a beneficial way to use tools to tap into other intelligences. Genetics, personal life experiences, and cultural background all have an influence on the development of the intelligences. “MI theory is a model that values nurture as much as, and probably more than, nature in accounting for the development on intelligences.” There are ways that intelligences can be activated and deactivated. They are two types of experiences called crystallizing experiences and paralyzing experiences. A crystallizing experience is a moment that sparks the start of an intelligence to mature. An example in the book was of a boy going to an orchestra performance and after wanting to play the violin. In opposition to that, a paralyzing experience is one where the experience is shut down, sometimes due to shame, guilt, fear or anger resulting from a bad exposure with a certain intelligence.