Howard Gardner, fully Howard Earl Gardner

Howard
Gardner, fully Howard Earl Gardner
1943

American Developmental Psychologist, Professor at Harvard School of Education

Author Quotes

Being fast and not very spatial doesn't make you any better in spatial kinds of things; you probably just get the wrong answer more quickly.

I align myself with almost all researchers in assuming that anything we do is a composite of whatever genetic limitations were given to us by our parents and whatever kinds of environmental opportunities are available.

I'm a writer and initially I had to have a lot of feedback from editors, including a lot of rejections, but over time I learned what was important. I learned to edit myself and now the feedback from editors is much less necessary. And I think anybody as an adult knows that as you get to be more expert in things you don't have to do so much external critiquing, you can do what we call self-assessment. And in school, assessment shouldn't be something that's done to you, it should be something where you are the most active agent.

One must exploit the asynchronies that have befallen one, link them to a promising issue or domain, reframe frustrations as opportunities, and, above all, persevere.

Third of all, I think we need to have assessment schemes that really convince everybody that this kind of education is working. And it's no good to have child-centered learning and then have the same, old multiple-choice tests that were used fifty or one-hundred years ago.

With dedicated colleagues, I began to work on the creation of new assessment measures that could be employed throughout the education system?. We soon learned that the conundrum of educational reform is far more complicated, that reform in fact depends equally upon four different nodes: assessment, curriculum, teacher education, and community support.

Broadly speaking, the milieus in which children spend their early years exert a very strong impact on the standards by which they subsequently judge the world around them? Closely related to standards? are an emerging set of beliefs about which behaviors are good and which values are to be cherished. In most cases, these standards initially reflect quite faithfully the value system encountered at home, at church, and at preschool or elementary school. Values with respect to behavior (you should not steal, you should salute the flag) and sets of beliefs (my country, right or wrong, all mommies are perfect, God is monitoring all you actions) often exert a very powerful effect on children?s actions and reactions? Even? when children are not conscious of the? controversy surrounding these beliefs and values, unfortunate clashes may occur when they meet others raised with a contrasting set of values. It is no accident that Lenin and the Jesuits agreed on one precept: Let me have a child until the age of seven, I will have that child for life.

I am knowledgeable enough about the world of prizes to realize that there is a large degree of luck - both for the recognitions that you receive and those that you did not.

In my own view, there are clear differences between child and adult artistic activity. While the child may be aware that he is doing things differently from others, he does not fully appreciate the rules and conventions of symbolic realms; his adventurousness holds little significance. In contrast, the adult artist is fully cognizant of the norms embraced by others; his willingness, his compulsion, to reject convention is purchased, at the very least, with full knowledge of what he is doing and often at considerable psychic cost to himself. As Picasso once remarked, "I used to draw like Raphael, but it has taken me a whole lifetime to learn to draw like a child.

One needs thick skin to withstand the scrutiny that attends almost every breakthrough.

Through a closer look at the young infant, we can best position ourselves to appreciate those constraints and opportunities that are built into the human genes. Initial predisposing factors? lay out the possibilities for the society that would?and perhaps must?educate its offspring.

With respect to the achievement of our goal of student understanding, progressive education may well come closer to the mark than its rivals?. It would be anachronistic to condemn progressive education for a failure to deal with student misconceptions and biases.

In the course of heir careers in the American schools of today, most students take hundreds, if not thousands, of tests. They develop skill to a highly calibrated degree in an exercise that will essentially become useless immediately after their last day in school

Now intelligence seemed quantifiable. You could measure someone's actual or potential height, and now, it seemed, you could also measure someone's actual or potential intelligence. We had one dimension of mental ability along which we could array everyone... The whole concept has to be challenged; in fact, it has to be replaced

We are natural mind changing entities until we are 10 or so. But as we get older…then it is very hard to change our minds

I think tolerating a certain degree of failure-not because it's good for you but because it's a necessary part of growth-is a very important part of the message the leadership can give.

Stories are the single most powerful tool in a leader's toolkit.

Young children possess the ability to cut across the customary categories; to appreciate usually undiscerned links among realms, to respond effectively in a parallel manner to events which are usually categorized differently, and to capture these original conceptions in words.

In the conventional [intelligence] test, the child is confronted by an adult who fires at him a rapid series of questions. The child is expected to give a single answer (or, when somewhat older, to write down his answer or to select it from a set of choices). A premium is placed on linguistic facility, on certain logical-mathematical abilities, and on a kind of social skill at negotiating the situation with an elder in one's presence. These factors can all intrude when one is trying to assess another kind of intelligence -- say, musical, bodily-kinesthetic, or spatial.

For many children, the start of formal musical instruction marks the beginning of the end of musical development. The atomistic focus in most musical instruction - the individual pitch, its name, its notation -- and the measure-by-measure method of instruction and analysis run counter to the holistic way most children have come to think of, react to, and live with music.

If you have some respect for people as they are, you ought to be and could be more effective in helping them to become better than they are.

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