Cognitive Development and Creativity in a Navajo University Student: An Explorative Case Study using Multiple Intelligence Perspective

Persistent Link:
http://hdl.handle.net/10150/193981
Title:
Cognitive Development and Creativity in a Navajo University Student: An Explorative Case Study using Multiple Intelligence Perspective
Author:
Massalski, Dorothy Clare
Issue Date:
2009
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Intelligence and creativity are concepts used to describe the efforts of human beings to achieve the highest aspirations of the human brain-mind-spirit system.Howard Gardner, intelligence and creativity researcher, applied his Multiple Intelligence theory to case studies of creative masters from seven intelligence domains developing a template for research: Life Course Perspective: A Framework for Creativity Analysis. The framework consists of four sections: Child and Master, Creation of a Work, an Analysis of Creativity, The Creator and the Field, and Fruitful Asynchronicity. This case study uses Gardner's framework in examining cognition and creativity in a Navajo/Dineh university student creating in fine arts and nominated in bodily-kinesthetic and intra-personal intelligence. This explorative case study reveals that he also excels in other intelligence domains: linguistic and spatial. Meta-cognitive interviews with the case study subject, and his notebooks provide the data sources concerning his cognition and his creativity.Indigenous educators and researchers assert that there is a discernible difference in perspectives concerning western science conceptions and Indigenous experience. This research discovered points of resonance as well as tangential trajectories of cultural difference from Gardner's research conclusions. Discoveries in this exploration confirm the importance of culture and zeitgeist in knowledge development, pedagogy, schoolingand the creativity process. Emerging themes emanating from these discoveries areChild of the Holy People, Sacred Geography, and Fruitful Asynchronicity from an Indigenous Perspective.Conclusions from this inductive research support Gardner's framework in the cultural study of cognition and creativity, underscores the value of Multiple Intelligence theory, and provide examples of praxis consonant with Indigenous learning processes for Gifted & Talented Education. The American Indigenous symbiotic and synergetic perspectives are novel in the examination of intelligence and creativity in the American education system. The American Indian perspectives are possibly prophetic as they proceed beyond culture and Gifted education intersecting and informing other fields: psychology, educational anthropology, philosophy, and Indigenous studies both in American populations as well as Indigenous gifted students worldwide.
Type:
text; Electronic Dissertation
Keywords:
AMERICAN INDIAN STUDIES; CREATIVITY; DANCE ARTS; GIFTED EDUCATION; INDIGENOUS EDUCATION; MULTIPLE INTELLIGENCE THEORY
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Special Education & Rehabilitation; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Fletcher, Todd V.
Committee Chair:
Fletcher, Todd V.

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleCognitive Development and Creativity in a Navajo University Student: An Explorative Case Study using Multiple Intelligence Perspectiveen_US
dc.creatorMassalski, Dorothy Clareen_US
dc.contributor.authorMassalski, Dorothy Clareen_US
dc.date.issued2009en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractIntelligence and creativity are concepts used to describe the efforts of human beings to achieve the highest aspirations of the human brain-mind-spirit system.Howard Gardner, intelligence and creativity researcher, applied his Multiple Intelligence theory to case studies of creative masters from seven intelligence domains developing a template for research: Life Course Perspective: A Framework for Creativity Analysis. The framework consists of four sections: Child and Master, Creation of a Work, an Analysis of Creativity, The Creator and the Field, and Fruitful Asynchronicity. This case study uses Gardner's framework in examining cognition and creativity in a Navajo/Dineh university student creating in fine arts and nominated in bodily-kinesthetic and intra-personal intelligence. This explorative case study reveals that he also excels in other intelligence domains: linguistic and spatial. Meta-cognitive interviews with the case study subject, and his notebooks provide the data sources concerning his cognition and his creativity.Indigenous educators and researchers assert that there is a discernible difference in perspectives concerning western science conceptions and Indigenous experience. This research discovered points of resonance as well as tangential trajectories of cultural difference from Gardner's research conclusions. Discoveries in this exploration confirm the importance of culture and zeitgeist in knowledge development, pedagogy, schoolingand the creativity process. Emerging themes emanating from these discoveries areChild of the Holy People, Sacred Geography, and Fruitful Asynchronicity from an Indigenous Perspective.Conclusions from this inductive research support Gardner's framework in the cultural study of cognition and creativity, underscores the value of Multiple Intelligence theory, and provide examples of praxis consonant with Indigenous learning processes for Gifted & Talented Education. The American Indigenous symbiotic and synergetic perspectives are novel in the examination of intelligence and creativity in the American education system. The American Indian perspectives are possibly prophetic as they proceed beyond culture and Gifted education intersecting and informing other fields: psychology, educational anthropology, philosophy, and Indigenous studies both in American populations as well as Indigenous gifted students worldwide.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectAMERICAN INDIAN STUDIESen_US
dc.subjectCREATIVITYen_US
dc.subjectDANCE ARTSen_US
dc.subjectGIFTED EDUCATIONen_US
dc.subjectINDIGENOUS EDUCATIONen_US
dc.subjectMULTIPLE INTELLIGENCE THEORYen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSpecial Education & Rehabilitationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorFletcher, Todd V.en_US
dc.contributor.chairFletcher, Todd V.en_US
dc.contributor.committeememberHolm, Tomen_US
dc.contributor.committeememberMishra, Shitala P.en_US
dc.identifier.proquest10688en_US
dc.identifier.oclc659753448en_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.