DMIT TEST

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Our company DMIT TEST is basically into conducting Multiple Intelligence  [MI] test based on Dermatoglyphics technique in India. As you know, the Indian education system, focuses more on cramming  information in the minds of our children, rather than giving them true  knowledge, which they can use to shape a successful career. Our system also  overlooks the specific learning needs of each child, who is unique, resulting in  immense stress. Shockingly, above 12,000 students commit suicides in India due to exam  related stress. This number is alarming and makes us wonder where our  system is going wrong!!!!!!! You, as parents need to take an active role in understanding the special  intrinsic potential of your child, and design suitable learning methods around  your child needs. MI Assessment technique has been developed by scientists  and research experts from World renowned universities and is based on  knowledge from Genetics, Emb...

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[ DERMATOGLYPHICS MULTIPLE INTELLIGENCE TEST] is a truly scientific study of fingerprint patterns. DMIT Test Assessment method has been formulated by scientists and Medical experts and has been accepted by the entire world and also from renowned universities. Dermatoglyphics was invented by Dr. Harold Cummins. DMIT Test is a combined scientific study of Brain Lobes, 8 Multiple Intelligence, and Human Psychology with the help of fingerprints and brain mapping.



         


PROUD OWNER OF  DMITTEST.COM  - KAISER SUNIL KALPBRIX 


DMIT TEST was ESTABLISHED under the concept of research and development from Dermatology graphic theory and the application (DMIT) from the latest technology. with the DMIT analyse, Our analysts are able to discover the inborn intelligence of each child and the best way to learn . moreover , professional Advices and suggestions will also be given to help solve problem in both short and long term....

Howard gardner, multiple intelligences and education

Howard Gardner's work around multiple intelligences has had a profound impact on thinking and practice in education - especially in the United States. Here we explore the theory of multiple intelligences; why it has found a ready audience amongst educationalists; and some of the issues around its conceptualization and realization.

I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... Ultimately, we must synthesize our understandings for ourselves. The performance of understanding that try matters are the ones we carry out as human beings in an imperfect world which we can affect for good or for ill. (Howard Gardner 1999: 180-181)


Howard Earl Gardner's (1943- ) work has been marked by a desire not to just describe the world but to help to create the conditions to change it. The scale of Howard Gardner's contribution can be gauged from following comments in his introduction to the tenth anniversary edition of his classic work Frames of Mind. The theory of multiple intelligences: In the heyday of the psychometric and behaviorist eras, it was generally believed that intelligence was a single entity that was inherited; and that human beings - initially a blank slate - could be trained to learn anything, provided that it was presented in an appropriate way. Nowadays an increasing number of researchers believe precisely the opposite; that there exists a multitude of intelligences, quite independent of each other; that each intelligence has its own strengths and constraints; that the mind is far from unencumbered at birth; and that it is unexpectedly difficult to teach things that go against early 'naive' theories of that challenge the natural lines of force within an intelligence and its matching domains. (Gardner 1993: xxiii)


One of the main impetuses for this movement has been Howard Gardner's work. He has been, in Smith and Smith's (1994) terms, a paradigm shifter. Howard Gardner has questioned the idea that intelligence is a single entity, that it results from a single factor, and that it can be measured simply via IQ tests. He has also challenged the cognitive development work of Piaget. Bringingforward evidence to show that at any one time a child may be at very different stages for example, in number development and spatial/visual maturation, Howard Gardner has successfully undermined the idea that knowledge at any one particular developmental stage hangs together in a structured whole.

In this article we explore Howard Gardner's contribution and the use to which it has been put by educators.


Multiple Intelligences 

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are: 

  •  Linguistic intelligence ("word smart") 
  •  Logical-mathematical intelligence ("number/reasoning smart")
  •  Spatial intelligence ("picture smart")
  •  Bodily-Kinesthetic intelligence ("body smart") 
  • Musical intelligence ("music smart") 
  • Interpersonal intelligence ("people smart") 
  • Intrapersonal intelligence ("self smart") 
  • Naturalist intelligence ("nature smart")