NLP

         What is NLP?

 (With a special thanks to my dear professor, Mr.J.M.SHARIATI )

 

 

 

     Neuro- Linguistic Programming is an attitude to life. It is also a collection of techniques, patterns and strategies for assisting effective communication, personal growth and change, and learning. It is based on series of underlying assumptions about how mind works and how people act and interact. It is a means of achieving intra-personal excellence.

     The neuro part of NLP is concerned with how we experience the world through our five senses and represent it in our mind through our neurological processes.

      The linguistic part of NLP is concerned with the way the language we use shapes, as well as reflects, our experience of the world.

The programming part of NLP is concerning with training ourselves to think, speak, and act in new and positive ways, in order to release our potential and teach those heights of achievement which we previously only dreamt of.

 

 

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 Multiple inteligences

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")

Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled "learning disabled," "ADD (attention deficit disorder," or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical-mathematical classroom. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more (see Multiple Intelligences in the Classroom). The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad news is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds (see In Their Own Way).

The theory of multiple intelligences also has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development (see 7 Kinds of Smart).

How to Teach or Learn Anything 8 Different Ways

One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. Whether you are a kindergarten teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing self-study on any subject of interest, the same basic guidelines apply. Whatever you are teaching or learning, see how you might connect it with

	words (linguistic intelligence)
	numbers or logic (logical-mathematical intelligence)
	pictures (spatial intelligence)
	music (musical intelligence)
	self-reflection (intrapersonal intelligence)
	a physical experience (bodily-kinesthetic intelligence)
	a social experience (interpersonal intelligence), and/or
	an experience in the natural world. (naturalist intelligence)