多元智能的學習觀：分佈認知學習與個人化學習的新視野

The Emergent Views of Learning: Perspectives from Multiple Intelligences

Howard Gardner的多元智能理論主張智能是處理資訊的生物心理潛能.受到個體所處社會環境脈絡的影響。多元智能觀點反對傳統以智力測驗為主，忽略智能的環境脈絡因素之智能理論；強調智能是個體生物傾向和文化脈絡中學習機會互動的結果，為當代學習的論述提出新的視野。本文的目的在討論多元智能理論所產生的學習觀點。首先從智能多元化、智能個人化、智能脈絡化和分佈智能等四個面向概述多元智能理論；其次，分別討論分佈認知學習、個人化的學習和多元智能切入點等三個多元智能學習取向。最後，說明發展學習者多元的學習能力，重視學習者在不同場域的學習以及提供有利於個人化學習的聰明或優質的學習環境，是建立以學習者為中心的學習社會之願景。

Howard Gardner' s Multiple Intelligences (MI) theory has reconceptualized the notion of intelligence and argues that intelligence is an interaction between biological proclivities and opportunities for learning in a particular cultural context. In this paper, emergent views of learning from MI perspectives are elaborated. The first section addresses MI theory, the pluralization, individualization, contextualization and distribution of intelligence. Discussion is subsequently focused on MI perspectives of learning, including distributed cognitive learning, individually configured learning and the multiple entry points to understanding. The paper concludes by illuminating an MI approach to a learner-centered learning society, emphasizing the importance of expanding learners’ learning capacities, and the construction of various smart settings for learners to develop their multiple and distributed intelligences.