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» Schooling..not fit for all intelligences?

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    27th of Sep '16 @ 2:26 PM

-e- "not** fit for all intelligences" XD

The obvious answer is yes.
But I would love elaboration on the subject!

There are several different intellegences out there and unfortunately the normal school system does not support all of them. But not only that, most if not all classes/school systems are designed for a very specific intelligence.
An example of this is the math class setting. This class brings thinking skills to paper, but the problem is that different intelligences problem solve differently. The modern (and quite actually old) math class has students follow a specific way of learning, and you must do it step by step, the correct answer to the problem only being half the credit for the final answer. All work must be the same. People are being forced to learn in a way they can't (for some that is), and therefore are unable to reach their true potential in the classes.
Art classes are also designed for a specific intelligence, and ironically that intelligence is not the visual-spatial. For if it was, it would not have study guides, normal tests, and written assignments as a big portion of the grade.

Do you know of any classes that show irony? Are ridiculous? Or do you have different opinion? Please do share (:


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    30th of Sep '16 @ 6:04 PM

Yeah math and science classes are probably the ones that rely the most on specific intelligence. School just seems like a big memorization test at this point. I thought my elective, marching band, would feel different but it just feels like I'm doing math or science again because of how linear the way we do things is.

The only class that doesn't really need that specific intelligence is humanities. My teachers that taught this subject usually made personal interpretation, notes, and essay assignments more open, which I liked, but even then those are by the book because of things like MLA and thesis statements ore whatever. Plus we had things like vocab tests and most of our tests in general were memory based.

School is only for those with good memory.


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    30th of Sep '16 @ 7:01 PM

I actually had quite a different experience in, at least, high school humanities.

It was supposed to be teaching the ability to back up interpretations using the texts, but what ended up happening was students were getting graded down when their interpretations of language, word choice, and imagery differed from those of the teacher. It was really unfortunate, especially because it was supposed to be an advanced high school course intended to prepare students for college.

We all "learned" to just mimic the teacher's opinions and use the text to back up any of the interpretations she "taught us" in class. It was really unfortunate, and I think I would have enjoyed high school English class a lot more if it were different.

On the other hand, my college humanities classes ended up being more like how you described, where personal interpretation was definitely more open. It just kind of sucked because I think a lot of people, myself included, would have learned to enjoy reading and writing much earlier had we been able to express our actual opinions and ideas.

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    10th of Oct '16 @ 9:09 PM


Fixed your title for you!

As a special education and elementary education dual major, my one professor is an AVID supporter of REJECTING this "intelligence" idea. Her reasoning is this: Students do not automatically learn something better if it's presented kinestetically or visually.

Students learn through a multitude of different ways; as such, different subjects can picked picked up by the student easier when presented in different ways.

So, no, she does not think "Joe" is an auditory learner. She believes that Joe may learn about the Civil War best when presented auditorilly, Joe learns fractions best with visuals, and he learns divisions best with modals.

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