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> 2) Has anyone made an effort to apply the lessons of Gardner's
> multiple intelligences and can this be accomplished without sacrificing
> the essential textuality of the tradition of Jewish learning?
I'd like to respond to the above comment of Joshua Levisohn. As far as I
understand and so do many other educators the "Tradition of Jewish
Learning" as you call it has been MI based.
In every yeshiva you will find - Reading the text - Looking for the
pattern and logic in the reasoning - People have been making picture and
charts of the text learned for centuries some of them are even printed IN
the seforim themselves. There is a tune to which students learn gemoro
etc., (aside for the trop) - There is of course Chavrusa and learning done
independently as well as self reflection (Teshuva etc.) and it even has
the Religious Intelligence and the naturalistic one as you will find in
many many texts. I would like to add that in the yeshivos I know students
are more or less free to learn standing or sitting or maybe walking. I
think that the problem is not necessarily the traditional approach to
learning but maybe the modern [as opposed to post-modern] approach that is
lacking something. To correct that end many ways have been used
successfully by many teachers. I've used video making after learning a
certain topic (this was in Halocha) or role playing and acting (Gemoro),
research papers or projects to be displayed and of course the traditional
ways (as mentioned above) of learning.
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