Hello, my wonderful people. We are in the process
of the discussion of different types of intelligence.
Nine types of intelligence, which is Howard Gardner's
model of nine types of multiple intelligences
that the human being has. And he has discussed
this in the Frames of Mind book published in
1983. He was a psychologist with Harvard University.
And I believe this comes closest to describing
the Vedic Astrology models of how we can find
out which of the dominant nine types of intelligence
a child has, a young adult has. That's the goal.
We will get to at some stage to tie a bridge
between these nine types of intelligence and
Vedic Astrology. This is the beginning just to
introduce you to the types of intelligence and
what they really stand for. Now there's a whole
lot of playlists on counselors tools and toolbox
on my other channel link I'll leave it in the
description box for all the counselor psychologists
interested in having this like a tool set they
already have it but this is to add any layer
for it okay naturalist intelligence what is this
the intelligence of classification patterning
empathy for nature and systemic thinking Why
some minds understand the world through living
systems and why education must catch up? Some
learners process the world through equations,
some others through words, but a naturalist intelligence
is the ability to think in categories, recognize
patterns in environments and identify subtle
differences and organize reality or whatever
we call reality, the physical reality through
attributes, hierarchies and ecosystems. These
are the children who notice everything. The young
adults who can sort chaos into order. The individuals
who read system the way others read books. In
an era of climate change, sustainability challenges,
biotechnology, environment design and systems
thinking. Natural intelligence is no longer optional
but essential in our educational curriculum.
So what is it? Let's define. Natural orientation,
identification with living organisms and environments.
Attribute orientation, grouping of things by
common features. Categorization, identifying
by categories through traits. Hierarchical reasoning,
ordering items by significance or interrelationships.
schematic memory recalling information by category
hierarchy and attributes now a lot of children
coming in in the planet are autistic there's
a whole another rabbit hole there I don't want
to get into but you will find and teachers are
finding and parents are finding right now that
some children are gifted with these kind of gifts
and we need to have an education system around
that not to label them and categorize them as
you know they have these terms floating around
children of special needs or differently abled
well all that labeling is not going to help they
have a naturalist intelligence let's see what
they are they are intrinsically organized they
notice subtle differences in meaning sound shape
or texture autistic kids are like this make collections
stones leaves stamps facts and data sort and
categorize materials instinctively Build systems
of order wherever they go. They prefer charts,
timelines, tables, maps and diagrams. They internalize
information through semantic mapping. Bring order
to new concepts automatically. This intelligence
isn't just love for nature. It is systemic thinking
at its finest. So how to identify this in children?
To begin with, children who carry naturalist
intelligence often sort toys, objects, books
or ideas into groups. They create their own categories,
small animals, funny shapes, red things, such
kind of thing. Ask questions about how things
are related or different. They love exploring
nature, animals and outdoor environments. They
collect and organize things, rocks, leaves, pictures,
cards and so on. They notice details others ignore.
They use diagrams, maps and drawings to understand
ideas. They prefer structured visuals like charts,
timelines, flow diagrams. They are taxonomy thinkers.
How does it appear in young adults? As they grow,
naturalist intelligence matures into exceptional
organizational skills, ability to detect micro
-patterns and subtle variations. Natural attraction
to biology, environment, ecology, agriculture,
medicine and botany. Strong preference for data
charts, category maps and systematic representations.
You're getting the flow of this, I hope. Ability
to impose order on information rapidly. Interest
in research, analysis, curation and system design.
Clear thinking through diagrams, frameworks and
models. A talent for connecting nature to ideas,
ethics, culture and society. These young adults
excel in environmental sciences, biology and
biotechnology, research and data analysis, agriculture
and sustainability of environment, medicine and
health care, urban planning and ecology, information
architecture, conservation and wildlife work.
system design and taxonomy based thinking. Their
mind naturally sees structure in a living world.
They see the world as living systems. So, bottom
line, what should the education systems do? How
do we build this for the curriculum for these
children and young adults? Obviously, we need
to improvise based on whatever I just spoke of
and just for this intelligence, let alone the
other ones I am discussing. Practical curriculum
engagements, what should it be for natural intelligence?
The schools must integrate, schools and colleges
must integrate number one, graphic organizers
in every subject, mind maps, Venn diagrams, taxonomies,
hierarchical charts. Number two, attributes based
on sorting tasks, sort by size, function, type,
origin and meaning across all subjects. Number
three, categorization frameworks. Teach students
to create categories, not just memorize them.
We should get rid of this memorizing business
in an era of artificial intelligence, seriously.
Why do you need to memorize 101 things? Develop
the intelligence. Number four, semantic mapping.
Use mapping for languages, science, history,
and even math concepts. Number five, hierarchy
building activities, timeline, food chains, classification
of organisms, and even flow charts. Number six,
collection based projects, leaf collections,
rock collections, stamp collections, data collections,
any grouping exercise that strengthens cognition.
Real world connections, school gardens, outdoor
observation, preserve the parks, preserve your
sidewalks, go plant trees, biodiversity walks.
Environment journals, not just sitting and learning
in the classroom, take them to parks. Take them
to your jogging tracks. Make them plant trees.
Let them get their hands dirty. They want real
-world connection, not just sitting in front
of a PC or a smartphone. Number eight, system
-oriented thinking tasks. Teach them how small
elements interact within larger systems. Portfolios
of work. Let the student document progress like
a scientist or naturalist. Give them projects
related to nature. That's why it's called naturalist.
Number 10, modeling simulations. Ecosystem models,
organism interactions, organizational patterns
in nature. Like I said, tell them to make little
forests of their own. Diversify. Different plants,
different trees, different flowering plants.
Let them have a nursery in the school. They build
system. They build research, analyze future environmental
leaders. So the closing thought. Natural intelligence,
intelligence of order, you need to be orderly
here. Of systems, of patterns and complexity
like nature, geology, geography, earth, of connection
with the living world. Flora and fauna, earth,
geology, they make that connection fantastically.
So you need to build a curriculum that revolves
around encouraging this kind of cognition. Not
all of us have it. Well, not all of us have everything,
right? So I'll leave you with this much. I'll
jump on to the next intelligence in my next podcast
This is for my LinkedIn newsletter. Although
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you guys. Take care. Be safe