Howard Gardner, fully Howard Earl Gardner

Howard
Gardner, fully Howard Earl Gardner
1943

American Developmental Psychologist, Professor at Harvard School of Education

Author Quotes

But if you really focus on science in that kind of way by the time you go to college -- or, if you don't go to college, by the time you go to the workplace -- you'll know the difference between a statement that is simply a matter of opinion or prejudice and one for which there's solid evidence.

I believe that current formal education still prepares students primarily for the world of the past, rather than for possible worlds of the future.

In school, assessment is mystifying. Nobody knows what's going to be on the test, and when the test results go back, neither the teacher nor the student knows what to do. So what I favor is highlighting for kids from the day they walk into school the performances and exhibitions for which they're going to be accountable.

Over time and cultures, the most robust and most effective form of communication is the creation of a powerful narrative.

Till 1983, I wrote primarily for other psychologists and expected that they would be the principal audience for my book.

By nature, I am not an optimist, though I try to act as if I am.

I believe that the brain has evolved over millions of years to be responsive to different kinds of content in the world. Language content, musical content, spatial content, numerical content, etc.

Individuals without creative capacities will be replaced by computers and will drive away those who do have the creative spark.

Part of the maturity of the sciences is an appreciation of which questions are best left to other disciplinary approaches.

To be sure to the extent that one allow one's story to be fashioned by a "spin-master," one sacrifices autonomy to formula.

By the age of five or six, children have developed robust senses of three overlapping realms: theory of matter? theory of life... a theory of the self.

I have been through this wringer. Synthesizing massive amounts of data, intelligence, slants, opinions, tactics, and trying to maintain a strategic big picture was a challenge. You feel it creeping up into your brain like a numbing cold and you just have to choke it all down, sift faster, and stay with it. [It's] challenging to be sure, but if you practice it, you develop a good tool for the leadership toolbox.

Individuals without ethics will yield a world devoid of decent workers and responsible citizens: none of us will want to live on that desolate planet.

Perhaps, indeed, there are no truly universal ethics: or to put it more precisely, the ways in which ethical principles are interpreted will inevitably differ across cultures and eras. Yet, these differences arise chiefly at the margins. All known societies embrace the virtues of truthfulness, integrity, loyalty, fairness; none explicitly endorse falsehood, dishonesty, disloyalty, gross inequity.

To the extent that newly encountered sequences of events clash with well-entrenched scripts, children may distort them or have difficulty in assimilating them.

Contrasting cultural practices and expectations accumulate over time to yield children and adults who are characteristic of their own culture and who may appear dysfunctional in a culture that embraces a divergent or opposing set of assumptions.

I need to add that my work on multiple intelligences received a huge boost in 1995 when Daniel Goleman published his book on emotional intelligence. I am often confused with Dan. Initially, though Dan and I are longtime friends, this confusion irritated me.

Individuals without respects will be not worthy of respect by others and will poison the workplace and the commons.

Recent insights into the process reveal how difficult it is for most children to master the agenda of school, particularly to the extent that its mode of operation clashes with... the biases and constraints that have emerged during the first half decade of life.

Twenty-five years ago, the notion was you could create a general problem-solver software that could solve problems in many different domains. That just turned out to be totally wrong.

Early science education need not directly address the students? misconceptions... It should await the time when the child has been thoroughly immersed in the phenomena that science addresses.

I often find that entrepreneurs think my theory is great. My interpretation is that they are people who weren't considered that smart in school because they didn't have good notation skills-you know, moving little symbols around.

Individuals without synthesizing capabilities will be overwhelmed by information and unable to make judicious decisions about personal or professional matters.

Second of all, we need to have the individuals who are involved in education, primarily teachers and administrators, believe in this, really want to do it, and get the kind of help that they need in order to be able to switch, so to speak, from a teacher-centered, let's-stuff-it-into-the-kid's-mind kind of education to one where the preparation is behind the scenes and the child himself or herself is at the center of learning.

Understanding is a complex process?. It? does not and cannot occur unless the relations among different? representations come to be appreciated, and unless these formal expressions can be mapped onto more intuitive forms of knowing?. Because those interfering habits of the mind have not even begun to be understood until recent years? teachers in the past have produced? students who do not understand the material they are studying in the way that convinced readers of this book might desire.

Author Picture
First Name
Howard
Last Name
Gardner, fully Howard Earl Gardner
Birth Date
1943
Bio

American Developmental Psychologist, Professor at Harvard School of Education