LETTERS: Dilemma for the schools
To the Editor:
School districts are involved in cutting budgets due to decreasing state revenues. Larger class sizes, reduced number of faculty members, as well as support services, may well then be in evidence unless more state money is forthcoming. This comes at a time when more is demanded of schools in terms of pupil achievement.
With decreased funding there are further grave problems in terms of which course offerings to cut. Multiple Intelligences Theory has received much attention in educational circles. This theory stresses the importance of eight different intelligences which pupils may possess. Verbal intelligence, one of the eight, emphasizes skills such as reading and writing. Certainly all need to read and write well or be handicapped in future jobs and occupations involved in. But there are seven additional intelligences which the school needs to make provisions for in the curriculum.
Perhaps the one which does receive the least emphasis is artistic intelligence. Pupils differ from each other on the major intelligence possessed. They do, in degrees, exhibit creativity which art work certainly should stress. Creativity is necessary in whatever is done in life. It takes unique solutions to problems in society; the tried and true may not work. Generally one teacher taught art to all in an elementary school of about 225 pupils; sometimes two elementary schools were involved. An art teacher may then have 20 minutes of time in each classroom per lesson twice a week. The time was very short, indeed, by the time each pupil had the art materials ready for the lesson presentation.
To truly have a balanced school curriculum, the following are additional intelligences to provide for in the public school setting beyond verbal and artistic: logical thinking as in mathematics; musical/rhythmical; interpersonal or those who excel in group work; intrapersonal or those who do very well in individual endeavors; kinesthetic involving athletic and physical prowess; and objective thinking as in science. Some of these cut across all intelligences such as logical thinking and objective thought.
Budget cutting is coming at a time when standards for pupils to achieve are continually going up. By the 2005-2006 school year, each pupil will be tested by the state in grades three through eight in reading and mathematics. Additional curriculum areas to notice pupil achievement will be tested soon thereafter. It seems as if a considerable increased amount of money needs to be available to schools not only to meet higher state standards emphasized in testing, but also to provide for all eight intelligences possessed by pupils in the public schools.
Dr. Marlow Ediger
North Newton
