Formulations of Intelligence: How implementing diverse perspectives of intelligence into curriculum can provide variety on learning about and from the world
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When you speak, how do you visualize or think about the words in your head? Do you write them on paper, or perhaps by typing them on a keyboard? You may not visualize your speech at all, but you may have a personal regulation system that you use when you prepare speech. We are continuously discovering new ways to integrate learning to coincide with development. Dimensions of intelligence can be accessed in different ways, and through different experiences in their individuality. The primary focus of this proposal would be how a growing person processes stimuli of interest and the different ways in which their environment exposes them to multiple intellectual processes. Personal meanings are created when information is perceived by an individual’s experiences to all forms of sensory information. In an academic setting, students should be engaging in their own formulations of intelligence, and encouraged to discover the best way they personally learn. Natural learning occurs spontaneously and is congruent with an individual's inner nature. This knowledge construction enables learners to explain and adapt in any academic setting, simultaneously supporting themselves, the educator, and other peers. Children develop language knowledge comparable to how scientists develop scientific knowledge, which educators could then integrate the scientific process at an earlier age to support this engagement in their environments. Integrating a learner centered philosophy into a diverse curriculum can support all forms of intelligence and could open the door to new perspectives of the world.