Howard Gardner
Howard Gardner is a Professor in Cognition and Education at the Harvard Graduate School of Education. He also holds positions as Adjunct Professor of Psychology at Harvard University, Adjunct Professor of Neurology at the Boston University School of Medicine, and Co-Director of Harvard Project Zero. Among numerous honors, Gardner received a MacArthur Prize Fellowship in 1981. He has been awarded eighteen honorary degrees--including degrees from Princeton University, McGill University and Tel Aviv University on the occasion of the 50th anniversary of the state of Israel. In 1990, he was the first American to receive the University of Louisville’s Grawemeyer Award in education. In 2000 he was awarded a Guggenheim Fellowship.
The author of eighteen books and several hundred articles, Gardner is best known in educational circles for his theory of multiple intelligences, a critique of the notion that there exists but a single human intelligence that can be assessed by standard psychometric instruments. During the past fifteen years, he and colleagues at Project Zero have been working on the design of performance-based assessments, education for understanding, and the use of multiple intelligences to achieve more personalized curriculum, instruction, and assessment. Most recently, Gardner and his colleagues have launched the Good Work Project. "Good Work" is work that is both excellent in quality and also exhibits a sense of responsibility with respect to implications and applications. Researchers are examining how individuals who wish to carry out good work succeed in doing so during a time when conditions are changing very quickly, market forces are very powerful, and our sense of time and space is being radically altered by technologies, such as the web.
First, in the magazine article “Brainology,” Carol S. Dweck asserted that the way that students learn and how well they do in school
John Gardner (1933) has concluded nine tasks of leadership, to help distinguish differences. They are:
"The American Dream is "a dream of a land in which life should be better, richer, fuller and with opportunity for each. It is a dream of social order in which each man and woman should be able to achieve the fullest stature of which they are capable of, and be recognized for what they are, regardless of the circumstances of birth or position."
Traditional theories of intelligence do not account for the ambiguity of classes such as philosophy or for the wide range of interests a child can have. For example, contemporary theories such as Sternberg’s Theory of Intelligence and Gardner’s Theory of Multiple Intelligences both account for more than the general intelligence accounted for in traditional intelligence theories. According to Robert Sternberg’s Successful (Triarchic) Theory of Intelligence, are Hector’s difficulties in philosophy indicative of future difficulties in the business world? According to Sternberg’s Theory of Intelligence, Hector’s difficulty in philosophy will not negatively affect his future. Sternberg would instead focus on elements of successful intelligence like Hector’s involvement and contribution as an individual, as opposed to relying on intelligence measured by tests.
While history continues to be made everyday that goes by, we take a look at three famous philosophers to interpret their ideas. These philosophers include John Locke, Karl Marx, and Niccolo Machiavelli. They all have something in common, which is to observe and form an opinion on the human nature of people and how society works as a whole. Even though all three discuss about the same topic, their ideas are quite different from one another. While Locke and Marx place their opinions on human reasoning, Machiavelli does not. Each of their opinions derived from the actions that people make, such as Locke, who believes that all humans are created equal, Marx who believes that people are consciously good and will do the right thing to balance society, and Machiavelli on the other hand, who believes people are selfish and will act in accordance to their best interest.
Locke and Marx put their trust in human reason while Machiavelli does not. These authors’ assumptions and different conceptions of human nature determine and lead to each of their conclusions regarding human nature. This paper will argue that Locke views human nature in a positive manner where humans are rational and reasonable. This paper will also argue that Marx denies the existence of human nature and instead concludes that social relations and society ultimately defines humans. Finally, this paper will argue that Machiavelli, unlike the other authors, has a negative understanding of humans as he thinks that man is selfish and that an individual should not be given too much power as they only act upon their own self-interest.
“Students learn in ways that are identifiable distinctive. The broad spectrum of students-and perhaps the society as a whole- would be better served if disciplines could be presented in a number of ways and learning could be assessed through a variety of means” -Howard Gardner. The Theory of Multiple Intelligences was conceived by Howard Gardner in 1983. It states that intelligence comes in not simply the form of mathematics and language arts, but in multiple. Each one covering different topics that show how that beholder is skilled in that subject. Without these different forms of knowledge, many would be considered inferior for not being adept at the common embodiment of intelligence.
A Harvard graduate, Howard Gardner is a Psychologist who came up with the multiple intelligence. Regarding arts and education, Gardner recounted the curious dearth of literature that obtained at the time
His anecdotes presented in the article are appropriate in terms of his subject and claims. The author responds back to the naysayers by saying that people only look at the test scores earned in school, but not the actual talent. He says, “Our culture- in Cartesian fashion- separates the body from the mind, so that, for example we assume that the use of tool does not involve abstraction. We reinforce this notion by defining intelligence solely on grades in school and number on IQ tests. And we employ social biases pertaining to a person’s place on the occupational ladder” (279). The author says that instead of looking at people’s talent we judge them by their grades in school or their IQ score, and we also employ them based on these numbers. People learn more each time they perform a task. He talks about blue collared individuals developing multi-tasking and creativity skills as they perform the task they are asked to
With America actually being seen as the land of assurance, the American dream is usually associated with the freedom and opportunity of gaining prosperity, recognition, power, triumph, and contentment. On the surface, this dream appears virtually delighted, offering individuals the exceptional hope of accomplishing success despite of one’s race, religion, or family history. The American Dream is accurately what it seems to be the chance of perfect lying nearby the corner. However, the actual nature of this dream prohibit the pleasure of the victory one has earned, as the desire is always demanding one to work a slight harder and gain a slightly more.
Nolen, J. (2003). Multiple Intelligences in the Classroom. Education (Chula Vista, Calif.), 124(1), 115-19. Retrieved April 25, 2011from OmniFile Full Text Select database
In 1983, Howard Gardner came up with the theory of multiple intelligences. According to Gardner, intelligence is: the ability to solve problems that one encounters in real life; the ability to generate new problems to solve; and the ability to make something or offer a service that is valued with one’s culture (Hine). Initially, he came up with seven different intelligences that children develop, and they are verbal linguistic, logical/mathematical, musical, visual/spatial, body/kinesthetic, interpersonal, and intrapersonal. Today, education focuses mainly on reading and writing, the verbal/linguistic and logical/mathematical intelligences. While both of these are indubitably important to the curriculum, they should not be considered any more important than the other intelligences. Gardner’s theory says that everyone is smart in each intelligence; the difference from one individual to another is what intelligence(s) they are strongest in and which one(s) could be developed more. Gardner believes that by teaching to all intelligences, students are exp...
I chose the following decision theme from the handout: decide how influential the multiple intelligences view will be on your approach to thinking about adolescent cognition in the area of schooling. This issue is one that is important for any teacher or future teacher to consider prior to their first day of school. Some students may find a lesson more interesting and encouraging based on the different intelligences they prefer than other students in their class. Using Gardner’s multiple intelligence can be done in such a way as to encourage learning through different types of assignments. Gardner’s theory may not be completely factual, but it can serve to expand both knowledge and practice and encourage students to develop their skills.
There’s always a new theory, experiment, or work that can prove a new stance. With the progression of time, knowledge can sometimes be discarded. But what is knowledge? And what kind of factors can impact it which leads to it being discarded? Knowledge is information centered by a concept that conveys a message and can be acquired through learning or memory. Many different factors can have an effect on whether someone accepts information as knowledge or knowledgeable. The biggest impacts are biases. Some are not able to detect their own personal biases, which are influenced by culture, gender, race, religion, etc., and therefore can discard knowledge based on their experiences. Which brings me to another factor, experience is what can change the mind of a knower. It can influence him or her to accept or not accept information. Acceptance is connoted differently than from what it used to be; just because one accepts something, does not necessarily imply that they believe it. For example, I accept that many cultures around the world believe in arranged marriages; however, I do not consider it to be an ethical act. Overall, perception can always be influenced. Today I say that being forced into marriage is wrong, the next day I could be doing the same with my own child. The point is that one will never be able to tell what they will consider to be knowledge. In this essay, the two areas of knowledge I will focus on, in agreement with the quote, “That which is accepted as knowledge today is sometimes discarded tomorrow,” are history and human sciences.
McFarlane, D. A. (2011). Multiple Intelligences: The most effective platform for global 21st century educational and instructional methodologies. College Quarterly, 14(2).