Smart Home And Life

Hi, I’m Lee Hayden, physicist, website owner, manager, and author .  I am pleased to welcome you to the Hayden Center For Educational Excellence.  The Hayden Center  offers students a variety of educational programs of study, each  program leading to an opportunity to  experience a unique  form of  lifestyle  enrichment.  Click here to review the available programs of study and courses.   Contact Lee Hayden at 707-945-1294 for additional information.

At the Hayden Center, the student selects a personal lifestyle enrichment program from the following:  self-actualization, personal true-self, or community true-self.  (Alternatively, the student may select an individual course such as this course.)  Programs are implemented as free brief courses and associated fee-based short courses.  The Hayden Center provides the educational environment that supports the student’s attainment of the selected lifestyle enrichment program or coursework.

This is a free brief course.  Similar  to all  brief courses,  its primary purpose  is  to provide introductionary knowledge about a given topic.  Its scope includes the key ideas  contained in the associated fee based short course.  A given brief course is a prerequiste for the associated short course.

Short courses are uniquely beneficial because they are conducted in a  face-to-face in person or on-line learning environment which assures the studied material becomes working knowledge.  As brief/short course author ,  I sincerely strive to produce courses whose content meets or exceeds common standards of excellence, objectivity, reliability, and life enrichment.  To enroll in the short course, phone Lee at 702-945-1294.

Prior to starting this short course, all prerequisite brief courses should be reviewed and understood.



The desire to experience a happy and enriched lifestyle is embedded in the human condition.  According to researcher Abraham Maslow,  this desire is achieved when a person has resolved a hierarchy of needs and reached self-actualization as shown by the

Figure.  Of course, reaching the state of self-actualization requires countless intelligent choices and decisions.  Unfortunately, each level in the hierarchy presents a set of obstacles that are not easily resolved and intelligent choices are not easily made. For example, a person with low self-esteem will probably continue making poor choices until a mental health specialist provides professional guidance.

In this course, “Multiple Intelligences,” you will learn that achieving the state of self-actualization requires the use of three intelligences: cognitive, emotional, and social intelligences.  Most people need to enhance each of these intelligences to achieve self-actualization.

Historical Summary of Intelligence Measures

The first intelligence test, known as intellience quotient (IQ) test, was developed by Alfred Binet  in 1905 and found wide-spread usage even in the present modern era. However, researchers in subsequent decades were faced with the fact that the IQ test was not a good predictor of a successful life. Modern researchers have determined that the IQ test is most useful for measuring academic  success amd abstracting thinking skills.  Thus, after many decades of usage and growing recognition that abstract thinking is just one skill in a category of skills that are better predictors of a successful career and life, the IQ test is fading from general usage in favor of other measures of intelligence. Unfortunately, many people who received their IQ scores  may have been adversely affected. In particular, receipt of a low IQ test score may have impacted that person’s self-esteem.  The IQ test is especially not suited to students with low self-esteem.


Many researchers challenged the idea of the classical IQ test.  In 1983, Howard Gardner  proposed eight different measures of intelligence. These mutiple measures of intelligence are especially important for the following reasons:   

  1. The self-organizing universe paradigm is the most widely accepted concept for the evolution of the human brain. The human brain is part of evolved reality. Our thoughts are a function of our brain and contain both conscious and unconscious brain structures,  The unconscious structures have evolved many millions of years longer the conscious structure,
  2. Gardner’s intelligence factors were developed by a combination of creative thought and the factor analysis mathematical technique  and not derived from reality produced by a self-organizing universe paradigm,
  3. Fortunately,  Gardner’s intelligence factors are generally compatible with conscious reality. However,  the extent that unconscious thought is included is unknown.  

The key measures  can be combined and reduced to just three categories: cognitive intelligence, emotional intelligence, and social intelligence. In 1995, Daniel Goleman’s best selling book “Emotional Intelligence”  crystallized the important role of emotional intelligence as a major predictor of a successful life.

For the purpose of achieving Maslow’s self-actualization, the term multiple intelligences refers only to cognitive, emotional, and social intelligences.  Other intelligences that some people but not all people possess such as musical or atheletic skills are ignored.  Also, the concept of a moral intelligence is ignored when addressing the need for self-actualization, but is a key concept for achieving the personal true-self or the community true-self.  These intelligencies are defined as follows.

Cognitive Intelligence – the ability to think rationally, act in a purposeful way and manage your environment.  It’s your intellectual, analytical, logical, and rational skill set.

Emotional Intelligence – the ability to manage the impact of our emotions on our relationships with others.  

Social intelligence – the ability to understand and manage situations which involve other people.  It is your ability to be aware of yourself, to understand yourself, to manage relationships and understand the emotional content of behavior.

Expanding one or more of your multiple intelligences

can be life changing.

Benefits of Emotional Intelligence

Emotional intelligence (EI) is an assortment of mental abilities and skills that can help you to successfully manage both yourself and the personal situations in your environment. Specifically, expanding your own EI enables you to:


Self-knowledge is about understanding ourselves and knowing what pushes our buttons and why.  Our past and our self-image play a large part in how we choose to interpret other people’s behaviouir.  More importantly, it also determines the way we act and the effect we have on others.

Managing Your Emotions

The skills of emotional intelligence that you use to maintain and nurture relationships are crentyral to your success. For example,


This section should be reviewed in this brief course but, unless otherwise requested by the student, will be deleted in the associated short course in favor of more focus on practical use of emotional intelligence.  A high level overview of the material in this section has been presented in the previous section.

The purpose of this section of this brief course is to recognize  a precautionary point.  The purpose of the discipline of philosophy to assess both “scientific knowledge” and “non-scientific knowledge”.  In the present case of interest, the precautionary point is  the method of learning used by the educational system is mostly non-scientific or only loosely scientific knowledge.  This precaution applies to Gardner’s research  and subsequent research of others. Although the term “precaution” is used, it must be understood in the context that Gardner’s research must be applauded as a major contribution to the educational process. In fact, many school systems today incorporate  many of Gardner’s factors into the learning process.

 Gardner’s list is shown in Table 1 below. A comparision Gardner’s list  with the candidate factos discussed above shows excellent agreement. Thus, we conclude that Gardner’s list reflect reality.

Let’s focus on Gardner’s list. His ideas emerged from  cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner . According to this theory, "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains."

You may have been taught with the wrong teaching style.

Gardner says that these differences "challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well." Gardner argues that "a contrasting set of assumptions is more likely to be educationally effective. Students learn in ways that are identifiably distinctive. The broad spectrum of students - and perhaps the society as a whole - would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means." The learning styles based on Gardner’s research are presented in Table 1, Learning Styles.

Do any Table 1 learning styles resonate with you?

Visual-Spatial - think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs.

Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects.

Musical - show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia.

Interpersonal - understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail.

Intrapersonal - understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners.

Linguistic - using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture.

Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details.

At first, it may seem impossible to teach to all learning styles. However, as we move into using a mix of media or multimedia, it becomes easier. As we understand learning styles, it becomes apparent why multimedia appeals to learners and why a mix of media is more effective. It satisfies the many types of learning preferences that one person may embody or that a class embodies. A review of the literature shows that a variety of decisions must be made when choosing media that is appropriate to learning style.

Visuals: Visual media help students acquire concrete concepts, such as object identification, spatial relationship, or motor skills where words alone are inefficient.

Printed words: There is disagreement about audio's superiority to print for affective objectives; several models do not recommend verbal sound if it is not part of the task to be learned.

Sound: A distinction is drawn between verbal sound and non-verbal sound such as music. Sound media are necessary to present a stimulus for recall or sound recognition. Audio narration is recommended for poor readers.

Motion: Models force decisions among still, limited movement, and full movement visuals. Motion is used to depict human performance so that learners can copy the movement. Several models assert that motion may be unnecessary and provides decision aid questions based upon objectives. Visual media which portray motion are best to show psychomotor or cognitive domain expectations by showing the skill as a model against which students can measure their performance.

Color: Decisions on color display are required if an object's color is relevant to what is being learned.

Realia: Realia are tangible, real objects which are not models and are useful to teach motor and cognitive skills involving unfamiliar objects. Realia are appropriate for use with individuals or groups and may be situation based. Realia may be used to present information realistically but it may be equally important that the presentation corresponds with the way learner's represent information internally.

This section is a candidate for deletion unless requested by the student.

Instructional Setting: Design should cover whether the materials are to be used in a home or instructional setting and consider the size what is to be learned. Print instruction should be delivered in an individualized mode which allows the learner to set the learning pace. The ability to provide corrective feedback for individual learners is important but any medium can provide corrective feedback by stating the correct answer to allow comparison of the two answers.

Learner Characteristics: Most models consider learner characteristics as media may be differentially effective for different learners. Although research has had limited success in identifying the media most suitable for types of learners several models are based on this method.

Reading ability: Pictures facilitate learning for poor readers who benefit more from speaking than from writing because they understand spoken words; self-directed good readers can control the pace; and print allows easier review.

Categories of Learning Outcomes: Categories ranged from three to eleven and most include some or all of Gagne's (1977) learning categories; intellectual skills, verbal information, motor skills, attitudes, and cognitive strategies. Several models suggest a procedure which categorizes learning outcomes, plans instructional events to teach objectives, identifies the type of stimuli to present events, and media capable of presenting the stimuli.

Events of Instruction: The external events which support internal learning processes are called events of instruction. The events of instruction are planned before selecting the media to present it.

Performance: Many models discuss eliciting performance where the student practices the task which sets the stage for reinforcement. Several models indicate that the elicited performance should be categorized by type; overt, covert, motor, verbal, constructed, and select. Media should be selected which is best able to elicit these responses and the response frequency. One model advocates a behavioral approach so that media is chosen to elicit responses for practice. To provide feedback about the student's response, an interactive medium might be chosen, but any medium can provide feedback. Learner characteristics such as error proneness and anxiety should influence media selection.

Testing which traditionally is accomplished through print, may be handled by electronic media. Media are better able to assess learners' visual skills than are print media and can be used to assess learner performance in realistic situations.

Cognitive Intelligence.

[ Presented in the associated short course only]

Emotional intelligence

“Anyone can become angry - that is easy.  But to be angry with the right person, to the right degree, at the right time, for the right purpose, and to the right way - this is not easy.”


Despite evidence to the contrary, many people continue to falsely believe that their success in life strongly depends on their I.Q.  Since their I.Q is mainly a function of genetics, they believe they are stuck with their I.Q. for a lifetime.  Such a belief by both authorities in their environment and the people themselves strongly impact their life choices.  This false belief is often already consciously or unconsciously present in students of  middle school and even elementary school age. As discussed elsewhere , each of us is limited by many individual beliefs in our personal belief system and it is necessary to distinquish these beliefs to experience an enriched lifestyle. A common belief occurrence that limits learning  motivation is poor self-esteem.  If self-esteem is poor, then intrinsic motivation to learn is poor.  In this case, if learning occurs at all, it occurs  primary by external motivations such as loss of priviliges or by punishment of some sort.

Fortunately, contrary evidence shows that success in life is a function of multiple intelligences such as cognitive intelligence, emotional intelligence, social intelligence, and other more rare intelligences.  Even more fortunately,  these intelligencies are not fixed but each can be improved by the learning process. However, despite educators being generally familiar with the concept of multiple intelligences,  classroom courses remain excessively academic without adequate incorporation of a non-academic knowledge such as multiple intelligences.

The Hayden Center goal is to provide an educational environment in which the student acquires an enriched lifestyle.   For this reason, all programs at the Hayden Center require a working knowledge  of each of the multiple intelligencies.  In today’s complex, rapidly changing, and competitive workplace and economic environments, a working knowledge is imperative.

Changing a belief can be a very challenging task.

What is emotional intelligence (EQ)?  How is it acquired?  

Emotional intelligence is a set of mental abilities and skills that can help you to successfully manage both yourself and the demands placed on you by  others in your environment.  Your environment may be any relationship with people: at your workplace, at home with family, at a part, etc.

Developing your own EQ enables you to:

Why do people possess different levels of emotional intelligence? Is it nature or nurture?  Researchers have not yet adequately answered these questions.

The Hayden Center perspective is that emotional intelligence can be understood and greatly improved.  The path to improvement is similar to the path for improvement of poor self-esteem, as discussed in the course “Building Self-Esteem Knowledge”.   Click Here

Several tests measuring emotional intelligence are publicly available. The short course associated with this brief course also  provides a test and answers designed to assess your level of emotional intelligence.

Social Intelligence

[Presented in the associated short course only]

Moral Intelligence

[Presented in the associated short course only]

BC - Emotional Intelligence

Table 1.  Learning Styles

Intrapersonal.  These are self-reflecting people who know themselves very well.  They have a great desire to reflect on what they believe and think.  They like to keep journals.

  • Inner self-knowledge
  • Self-awareness
  • Learning logs
  • Self-assessment
  • Response journals
  • Goal setting
  • Portfolios
  • Reflecting
  • Interpreting
  • Inventing
  • Creating

Interpersonal.  These people are "people smart."  They love social experiences, interacting with others, sharing their thoughts and listening to the thoughts of others, and helping people solve problems.  They remember every detail related to the people in their world.

  • Working with others
  • Charismatic leaders
  • Oral expression
  • Caring for/comforting others
  • Communicating with others
  • Group activities
  • Team tasks
  • Partner work
  • Interview

Verbal/Linguistic.  People with this type of intelligence have a love of words.  

  • Metaphors/similes
  • Storytelling
  • Language
  • Literacy
  • Reading
  • Writing
  • Speaking
  • Listening
  • Books
  • Poetry
  • Essays
  • Speeches
  • Dialogues
  • Conversation
  • Guest speaker

Naturalist.  These learners like going on a little walk or sitting outside.  They can remember every plant and every bird.

  • Predicting
  • Relating
  • Nature
  • Categorizing
  • Plants
  • Flowers
  • Animals
  • Seashells
  • Synthesizing classfication of wildlife
  • Nature walks

Visual/Spatial.  Visual-Spatial - think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs.


  • Games
  • Puzzles
  • Describing
  • Dreaming
  • Illustrations
  • Film
  • Cartoons
  • Paintings
  • Maps
  • Imaging/visualizing
  • Visually depict information and ideas
  • Video


  • Recording
  • Collecting
  • Abstract  reasing and thinking
  • Principle
  • Debating
  • Calculating
  • Coding comparing
  • Judging proofs
  • Concluding
  • Problem solving
  • Logical arguments
  • Theory
  • Computing

Bodily/Kinesthetic.  Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects.

  • Body Mnemonic
  • Manifested in muscle memory of body
  • Hands on learning
  • Movement
  • Manipulative
  • Labs
  • Role playing
  • Constructing
  • Drama
  • Practicums


  • Pondering fundamental questions of existence
  • Meaning of life and death
  • Considering ultimate realities
  • Philosophical
  • Religious theory
  • What is love?
  • Where does humankind fit in the big picture?
  • Abstract theories of existence

Short Course Cost
Short Course Title: Multiple Intelligence

Session Length


Unit Cost

Basic 1 Hour Session



Basic Plus One Extension
Two 1 Hour Sessions



Short Course Prerequisites
Short Course Title: Multiple Intelligence


Self-Organizing Universe


Being, Doing, and Becoming

Short Course Learning Objectives
Short Course Title: Emotional Intelligence


You will learn how the concept of multiple intelligence measures replaced  the single intelligence (intelligence quotient, IQ) measure and then evolved historically into three key intelligence measures: cognitive, emotional, and social.


You will learn a key role of our unconscious intelligence in building cognitive, emotional, and social intelligences.


You will learn that your poor past academic achievement based only on cognitive instruction may not be your fault and this is an opportunity to enhance you self-confidence.


You will  learn to assess the present state of your emotional intelligence (state of being), including your present personal belief system and any beliefs that limit personal growth.


You will learn to enhance your present state of emotional intelligence (state of doing) with focus on beliefs that limoit personal growth


Emotional Intelligence Discussion Items



There will be more than 50 discussion items in this section


Can tell when own mood is changing


Quickly realizes when starting to lose temper


Reflects and learns from experience

Emotional Intelligence Discussion Items
Managing Your Emotions

There will be more than 50 discussion items in this section


Prepared to admit own mistakes


Able to concentrate when feeling are anxious


Thinks clearl and stays focused under pressure

Short Course Contents



Historical Survey of Intelligence Measures


Benefits of Emotional Intelligence




Managing Your Emotions