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  1.  90
    Multiple Intelligences, Judgment, and Realization of Value.Doug Blomberg - 2009 - Ethics and Education 4 (2):163-175.
    In the theory of multiple intelligences, Howard Gardner proposes a scientific justification for a more pluralistic pedagogy, while denying that science can determine educational goals. Wearing an educator's hat, however, he favors a pathway in which students come 'to understand the most fundamental questions of existence … familiarly, the true, the beautiful, and the good.' Yet Gardner claims to exclude the realm of values from an intrinsic role in any of the intelligences; furthermore, the intelligences have no role to play (...)
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  2.  46
    Persons, Values, and Multiple Intelligences Theory.Doug Blomberg - 2008 - Proceedings of the Xxii World Congress of Philosophy 37:19-26.
    For Howard Gardner, Multiple Intelligences Theory (MI) constitutes “a new understanding of human nature,” on a par with those proffered by Socrates and Freud. While the educational community in general has responded enthusiastically to MI, because it enables them to deal with students more holistically, MI embeds a significant dualism that is detrimental to truly holistic education. I will argue that: values are pervasive; intelligence requires the exercise of judgment, which no computational system can emulate; domains in which intelligence functions (...)
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  3.  3
    An Epistemology of Teaching.Doug Blomberg - 1999 - Philosophia Reformata 64 (1):1-14.
    When parents see their children’s problems as opportunities to build the relationship instead of as a negative, burdensome irritation, it totally changes the nature of parent-child interaction.... When a child comes to them with a problem ... their paradigm is, “Here is a great opportunity for me to really help my child and to invest in our relationship.”... [S]trong bonds of love and trust are created as children sense the value parents give to their problems and to them as individuals (...)
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