NOW, HARVARD UNI 'PROFESSORS' GET CHALLENGED ( WE CALL IT HERE - ANTI-
SCIENCE REVOLUTION)



( he is challenged over the concept of individual human multiple
intelligences, while hackers disturb)

   SAMPLE HOW ONE ONLY PROGRAM IN EDUCATION APPROACHES DOCTOR GARDNER
MATTER
OF FRAGMENTED HUMAN INTELLIGENCE; THIS ONE IS AT TEACHERS COLLEGE AT
COLUMBIA UNI, NY


1.    COGNITIVE STUDIES IN EDUCATION - CENTER OF THE MATTER OF "
MULTIPLE INTELLIGENCES"
In Cognitive Studies in Education, students examine the cognitive
mechanisms that underlie learning and thinking in school and non-
school settings. The program trains students in basic theories of
human cognition, the practice and interpretation of empirical
cognitive and developmental research, and how to use research to
improve educational practices and develop innovative methods built
around new technologies. Studies in cognitive, developmental and
educational psychology, and computer science provide students with a
valuable perspective on cognition and learning.
The curriculum and program requirements are designed to prepare
graduates for careers in several possible settings. For the master’s
programs, these settings include:

• Publishers and software companies looking for people with knowledge
of cognition and development and experience in instructional design.

• Research organizations seeking people to conduct basic research and
work on instructional applications of computers and related
technologies.

For the doctoral programs, work settings after graduation might
include: research organizations or universities seeking faculty in
cognitive psychology, educational psychology, educational technology,
and reading. Students (..)Cognition and Learning, Intelligent
Technologies, Reading Research,  Cognitive Studies of Educational
Practice, or Creativity and Cognition. ..

• Concentration in Cognition and Learning: The concentration in
Cognition and Learning is designed for students interested in theories
of human cognition and learning, and experimental approaches to
learning, memory, language, reasoning, and problem solving. The
culminating experience for master’s students in this concentration is
to conduct an empirical research study in the area of cognition or
learning.

• Concentration in Intelligent Technologies: The Intelligent
Technologies concentration offers a program of study for students
whose interests include developing cognitive science-based theoretical
frameworks for informing the design of educational technology, as well
as for students wishing to create educational applications that serve
as test beds for such theoretical frameworks. By offering this
concentration, the Program in Cognitive Studies in Education
recognizes the importance of computational and allied technologies to
both guide and be guided by cognitive research. Many of the courses in
this concentration are cross-listed with the programs in
Communication, Computing, and Instructional Technology in the
Department of Mathematics, Science and  Technology. As a culminating
experience, master’s students in this concentration create and
evaluate an educational technology application.

• Concentration in Reading Research: This concentration prepares
students to do basic research in reading and theory on all aspects of
the psychology of reading, (e.g., basic skills, comprehension, and
aesthetic response) in order to improve educational practice. Students
address the connections between written and oral language and between
reading and writing skills. Individual differences are also addressed,
especially with respect to students with learning disabilities, adult
literacy, learning from text and educational policy issues. The
culminating experience for master’s students is an empirical study in
the area of reading.

• Concentration in Cognitive Studies of Educational Practice: This
concentration is for students interested in understanding and
facilitating the think-ing and learning involved in educational
activities. Students will learn about cognitive processes involved in
both formal and informal education and how they are influenced by
various factors, including class-room structure, teacher belief
systems, student motiva-tion, and educational policy. The
concentration’s focus on understanding cognitive processes and
development is designed to help prospective and practicing teachers
and other educators improve educational practice. The culminating
experience for master’s students is an empirical study of cognition in
a classroom setting.

• Concentration in Creativity and Cognition: Focusing on the
importance, development, and influence of creativity, the
concentration in Creativity and Cognition is designed for those
interested in creative problem solving and multi-modal thinking as it
affects the classroom, curriculum development, com-munity
organizations, therapeutic settings, and business. The culminating
experience for master’s students is an empirical study in the area of
creativity.

2.  SPECIALIZED DEVELOPMENTAL PSYCHOLOGY

Students may elect, but are not required, to concentrate study in one
of the following areas:

• Risk, Resilience, and Prevention: This concentration brings
knowledge of developmental psychology to future work relating to
competence and maladjustment among atrisk children and families.
Diverse areas are considered, ranging from intellectual giftedness/
mental retardation and academic achievement to child poverty, cross-
cultural differences, resilience, and different domains of
psychopathology.

• Developmental Psychology for Educators:

This concentration helps to promote an understanding of development in
varying social contexts and cultures, ethnic and racial groups, and
social classes. It focuses on how knowledge about development,
thinking, and learning can be applied to educational practice and to
educational policy.

• Creativity and Cognition: Focusing on the importance, development,
and influence of creativity, this concentration is designed for those
interested in creative problem solving and multi-modal thinking as it
affects the classroom, curriculum development, community
organizations, therapeutic settings, and business.

Doctor of Philosophy (Ph.D.)

The 75-point doctoral degree prepares students for faculty positions
in colleges, (..)
The aim of instruction at the doctoral level is to produce a
psychologist who can make a sound and innovative research contribution
to the study of human development, who is concerned with the
relationship between development and education, and who is equipped to
teach about such matters. Students acquire the conceptual background
and methodological skills necessary for faculty positions in colleges
and universities or for positions as associates and consultants in
research laboratories, biomedical schools, and other applied settings.
(...)
 The courses offered through the program provide content in the
research and theoretical literature relating to all phases of the
psychology of human development. All age groups are covered, from
infancy through childhood, adolescence to adulthood, and later life.
(...)
 The doctoral program is focused primarily on training in the conduct
of empirical (e.g., experimental, observational, and interview)
research. Other types of research (theoretical, descriptive, and
historical)...

3.      SCHOOL PSYCHOLOGY ON SPECIALIZING THE GROWTH OF
'INTELLIGENCES" IN CHILDREN AND YOUNG PEOPLE ( OLD TERM - PEDAGOGY AND
DEVELOPMENTAL PSYCHOLOGY INTERCEPT)

Goal 1: Have a sound theoretical foundation in cognitive and
developmental psychology; access and diagnose learning, behavior, and
social-emotional problems and strengths; and plan, implement, and
evaluate effectiveness of psychological and educational prevention and
intervention programs that promote cognitive, behavioral, and social-
emotional growth of children and families.

Goal 2: Effectively participate in their community by promoting
cognitive, behavioral, and social-emotional, and educational growth of
children and families.

Goal 3: Understand and respect individual differences and differences
in culture, race/ ethnicity, gender, socioeconomic status, and sexual
orientation and work effectively in multicultural and pluralistic
social contexts.

Goal 4: Have a breadth of knowledge and variety of skills to plan and
conduct psychological and educational research and evaluation
programs.

Goal 5: Be actively involved in the profession and committed to
professional ethics and standards and to life-long learning.

 4.        SPECIALIZED SPECIAL EDUCATION INCLUDING COGNITIVE
DEVELOPMENT

The graduate coursework, independent studies, research projects, and
dissertations draw from the following five areas:

• Special education foundations. Includes  coursework on theories of
process and models of practice, cognitive structure and process,
behavioral selectionism and complex behavior, disability constructs,
equity and excellence in public policy, psycholinguistics and verbal
behavior, and family studies and child development.

• Service delivery systems. Includes administration and supervision,
pedagogy, enrichment and acceleration, interdisciplinary programming,
community based systems change, infancy/early childhood intervention,
elementary education, transition and rehabilitation, urban education,
and technology.

• Exceptionality areas. Provides coursework  in behavioral disorders
(e.g., autism, emotional disturbance), blindness and visual
impairment, deafness and hearing impairment, intellectual disability/
autism, physical disabilities, and multiple handicapping conditions
including intellectual disability/autism coupled with sensory and/or
physical disabilities.

• Assessment and intervention strategies. Includes management of
social and unsocial behavior, communication and language, mobility,
mathematics, reading, problem solving, visual skills and visual
perceptual processing, and self-regulation.

• Research and evaluation. Includes applied behavior analysis,
experimental research with individuals, group experimental design,
program evaluation, ethnography, and post-positivistic inquiry.
(..). Special education students work in collaboration with students
from school psychology, speech pathology, health, and nutrition, as
well as clinical and counseling psychology programs.

5.  SPECIALIZED PROGRAM ON APPLICATION OF MOVEMENT
  ( PROMOTES , EXPANDS AND HEALS COGNITIVE DEVELOPMENT/ CORRESPONDING
   BODY/MIND/BRAIN GROWTH AND HEALING/rehabilitation) - very needed,
modern! aging
   is the stage of development, in this context.

 Kinesiology is on the crossroads of physiology ( sport included),
neurophysiology, cognitive topology
 ( when integrated); clinical diagnosing; movement theory and disease
healing utilizing movement.
NOT JUST PHYSICAL THERAPY!!!

"Today we continue to excel in graduate education and research in the
sub-disciplines of Kinesiology, including Applied Exercise Physiology,
Motor Learning and Control, Occupational Therapy and Physical
Education.  Recently our doctoral program was ranked eighth in the
United States by the American Academy of Kinesiology and Physical
Education, and we were ranked #1 in placement of doctoral students in
higher education positions. Our faculty are leaders in their fields
and our graduates have gone on to successful careers.

Welcome new faculty member, Dr. Carol Garber - SAMPLE OF HOW SPECIFIC
WORK GETS.

"Dr Carol Ewing Garber is a Registered Clinical Exercise Physiologist
and an Associate Professor of Movement Science and Education (Applied
Physiology).  She received a B.S with distinction in Education, and
the M.A. and Ph.D. in Exercise Physiology from the University of
Connecticut in Storrs, CT.  Her research focuses on the role of
physical activity and exercise in preventing and treating chronic
diseases and in promoting successful aging.  She has served in
leadership positions in many professional and community organizations,
currently serving on the Board of Directors for the American College
of Sports Medicine and on the Editorial Board of the journal, Medicine
and Science in Sports and Exercise.  Previously, she was the president
of the New England Chapter of the American College of Sports Medicine
and of the Rhode Island Affiliate of the American Heart Association,
chairperson of the National Clinical Exercise Physiology Registry and
the Rhode Island Governor’s Council on Exercise and Health,. Dr.
Garber was an associate editor of Medicine and Science in Sports and
Exercise, a contributing author to the ACSM Guidelines for Exercise
Testing and Prescription, and section editor the ACSM Resource Manual
to accompany the Guidelines for Exercise Testing and Prescription. Dr.
Garber has published over 55 articles in peer-reviewed journals and
peer-reviewed book chapters, and other publications, Prior to joining
the faculty at TC in 2007, she served on the faculty at the Bouvé
College of Health Sciences at Northeastern University in Boston, MA,
and at the Brown University Medical School in Providence, RI."

6.    CLINICAL PSYCHOLOGY OF CHILD AND ADULT - WHEN THESE
INTELLIGENCES ARE JUST MANIFESTATION OF SPLITTING PERSONALITY AND
DEVELOPMENTAL/ TRAUMATIC DEVELOPMENT.