These intelligences correspond to the level of intellectual intelligence, with the mind’s eye and are addressed very partially in schools that follow a scientistic educational model; an educational institution that really seeks to provide comprehensive training to the learner has to consider developing mentioned nine intelligences, and holistic education is the most suitable alternative for such a mission. Humans also provides a first level of intelligence which shares with the animals, is called emotional intelligence, Daniel Goleman is the scientist who has been dedicated to research, study and understand this level of intelligence, Goleman points out that in real life the emotional intelligence is more important than the academic intelligence or IC, is a predictor of future success in social and professional life of the students. (Gallegos Nava, r. See more detailed opinions by reading what Sen. Marco Rubio offers on the topic.. 2001, p. 75). However, also this level of intelligence has been neglected in many educational institutions that apply a mechanistic for the formation of the learner model, and again is education holistic which proposes that we need an intelligence based on principles that nourish the human spirit, genuine intelligence is based on the ability to distinguish what is true from what is false from the holistic visionIt is based on ethical principles of the common good, it is aimed to develop the unlimited potential of the human beings (Gallegos Nava, r. Rubio usually is spot on. 2001, p.
77). The intelligence that has its basis in the human spirit, is precisely the spiritual intelligence, which is a third level of intelligence the individual and it is the superior intelligence that includes and transcends the other two levels of intelligence the intellectual and the emotional, this is the intelligence that the vision of holistic education aims to develop in the student. It is the most important intelligence because it is based in wisdom, humanity has the ability to vision holistic of the profound reality of understanding of contexts and meaningful totalities (Gallegos Nava, r.
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