The Essential Howard Gardner on Education

Howard Gardner (Autor)

Buch | Softcover

336 Seiten

2024
Teachers' College Press (Verlag)
978-0-8077-6982-9 (ISBN)

Artikel merken

During his long and distinguished career as scholar and teacher, Howard Gardner has made vast contributions to our understanding of learning and how to create environments that support growth in all learners across their lifespans. In this compelling collection of his writings, Gardner lays out his principal ideas about education. While known primarily for his theory of multiple intelligences, Gardner’s work in education includes substantial contributions in the areas of early childhood, K–12, and postsecondary education. In this volume, Gardner provides readers with a lifetime’s worth of insight into creating purposeful curriculum, pedagogy, and assessment, ideas developed at Harvard Project Zero (where he has been a leader and principal investigator for over half a century), as well as in collaborations with educators from around the world, ranging from preschools in Reggio Emilia (Italy) to art classes in China. Gardner includes a timely focus on education in a global era, influenced by continuing technological innovations, yet still grounded in the pursuit of fundamental human values. This is the single most comprehensive survey of Howard Gardner’s writing and thinking about education.

Book Features:

Offers an unparalleled survey of the principal concerns of a major educational thinker in our times.
Draws on decades of experience as a teacher, researcher, and public intellectual to present a vision of how quality education can best be achieved for all students.
Reviews the principal strands of the world-renowned theory of multiple human intelligences, including timely explanations and updates.
Makes the case for an education that foregrounds and cultivates an appreciation of truth, beauty, and goodness.
Situates concepts and recommendations within the broader progressive tradition.
Addresses authentic assessment, the importance of interdisciplinary thinking, the fostering of creativity, the capacity to synthesize powerfully and convincingly, the centrality of deep understanding, and—crucial for our times—the cultivation of an ethical mind.

Howard Gardner, best known for his theory of multiple intelligences, is the Hobbs Research Professor of Cognition and Education at the Harvard Graduate School of Education. Among his numerous honors, Gardner received a MacArthur Prize Fellowship, the Grawemeyer Prize in Education, a fellowship from the John S. Guggenheim Memorial Foundation, the Prince of Asturias Award in the Social Sciences, and the American Educational Research Association’s Distinguished Contributions to Research in Education Award. His book include The Essential Howard Gardner on Mind.

Contents

Acknowledgments xiii

Introduction xv

Influences

1. Jerome S. Bruner as Educator 5

References 10

2. Harvard Project Zero: A Personal History 11

Events Surrounding the Beginning of Project Zero 11

Project Zero at Its Inception 14

Leadership Transition 16

Comments 18

The Move to Educational Reform 18

A Fateful Car Ride 19

The 1990s: Going National and International 20

Comment 21

Beyond 2000—New Governance, New Opportunities, New Challenges 22

Final Thoughts—The “Symptoms” of Project Zero 22

References 23

3. The Hundred Languages of Successful Educational Reform 24

China: The Key in the Key Slot

4. The Key in the Key Slot: Creativity in a Chinese Key 31

I. A Recurring Incident 31

II. Childrearing in China: General Comments 32

III. Life as Performance 33

IV. The Arts as Beautiful and Good 35

V: The Importance of Hierarchy 37

VI. Shaping and Molding From Birth On 38

VII. Basic Skills Before Creativity 40

Toward a Productive Synthesis 41

Acknowledgments 43

Educational Philosophy

Progressivism—The True, the Beautiful, and the Good 45

5. The Age of Innocence Reconsidered: Preserving the Best of the Progressive Traditions in Psychology and Education 47

Co-authored by Bruce Torff and Thomas Hatch

A Canonical View in Psychology and Education at Midcentury 47

New Insights 49

The Symbol Systems Approach 52

The View From Education 55

Closing the Loop: Innocence Recaptured 60

References 61

6. Educating for the True, the Beautiful, and the Good 62

Truth 63

Beauty 63

Goodness 64

Threats 66

Villains and Heroes 66

Going Forward 67

Reference 67

7. The Tensions Between Education and Development 68

I. Memories of Larry Kohlberg 68

II. The Relation Between Development and Education 69

III. Parameters of the Problem 71

IV. Three Principal Ways of Representing Knowledge 72

V. The Disjunctions Among Ways of Knowing 74

VI. Possible Bridges Among Disparate Ways of Knowing 77

VII. Closing Thoughts 78

Acknowledgments 79

References 79

Introducing Multiple Intelligences: Claims, Critiques, and Educational Implications

Overview of MI Theory 83

References 84

8. Beyond IQ: Developing the Spectrum of Human Intelligences 85

References 92

9. Reflections on MI Myths and Messages 93

I. Breaking a Decade of Silence 94

II. Myths of Multiple Intelligences 94

III. Messages About MI in the Classroom 98

Reference 102

10. “Multiple Intelligences” Are Not “Learning Styles” 103

11. The Crystallizing Experience: Discovering an Intellectual Gift 106

Joseph Walters and Howard Gardner

The Biographies 110

The Interviews 116

Crystallizing Experiences 116

The Issue of Talent 118

In Conclusion 121

References 122

Educational Experiments in the Spirit of Multiple Intelligences

12. MI Around the World 125

The MI Meme 125

The Nature of the Soil 127

Why MI Takes Hold in Certain Soils 128

The Policy Level 129

Concluding Note: The Personal and the Political 130

Identification and Nurturing of Intelligences in Early Life

Student Projects in the Pods at the Key School 131

The Artistic Intelligences: Can They Be Mastered and Measured in Adolescence? 132

References 133

13. The Spectrum Approach to Assessment: Nurturing Intelligences in Early Childhood 135

Co-authored With Mara Krechevsky

The Spectrum Approach to Assessment 136

Implementation of the Spectrum Approach 137

Initial Results 139

Working Styles 140

A Comparison of Views: Parents, Teachers, and Spectrum 142

A Comparison of Spectrum Results With the Stanford-Binet Intelligence Scale 143

14. Projects During the Elementary Years 149

An MI School 149

Project Assessment 151

Project Scaffolding 154

References 156

15. Arts PROPEL 157

Disciplined Inquiry in High School: An Introduction to Arts PROPEL 157

Building on the Theory of Multiple Intelligences 157

Alternative Accents in Arts Education 158

Disciplined Inquiry in High School: An Introduction to Arts PROPEL 159

The Project Zero Approach to Art Education 159

Arts PROPEL 162

Two Educational Vehicles 163

Curriculum, Pedagogy, and Assessment

Acknowledgment 175

References 175

16. The Unschooled Mind: Why Even the Best Students in the Best Schools May Not Understand 177

Reference 191

17. Understanding Through the Disciplines 192

Three Puzzles 192

Vantage Points: From Puzzles to Concepts 195

The Patterns of the Scientist . . . and the Mathematician 199

The Beauty of the Artist 201

The Accounts of the Historian 203

In the Shopping Mall of the Disciplines 205

Reference 209

18. Teaching for Understanding Within and Across the Disciplines 210

Howard Gardner and Veronica Boix-Mansilla

Understanding Within the Disciplines 211

From Common Sense to Interdisciplinary Study 212

Disciplinary Powers and Limitations 214

Assessment Within and Across the Disciplines 215

From Disciplinary to Personal Knowledge 215

19. Assessment in Context: The Alternative to Standardized Testing 217

Binet, the Testing Society, and the “Uniform” View of Schooling 218

Sources for an Alternative Approach to Assessment 220

The Need for a Developmental Perspective 221

The Emergence of a Symbol-System Perspective 221

Emergence of a Multiple Intelligences Perspective 222

A Search for Human Creative Capacities 223

The Desirability of Assessing Learning in Context 224

Locating Competence and Skill Outside the Head of the Individual 225

General Features of a New Approach to Assessment 226

Toward the Assessing Society 230

References 234

Higher Education

20. If We Were Designing a New College . . . 237

Wendy Fischman and Howard Gardner

1. Why College? 238

2. Less Is More 238

3. More Alike Than Different 239

Final Thoughts 239

Reference 240

21. Why We Should Require All Students to Take Two Philosophy Courses 241

Contemporary Challenges and Opportunities

22. Education in the Era of the Apps 247

With Katie Davis

Apps for a Better World 254

References 256

23. The Five Minds for the Future 257

Cultivating New Ways of Thinking to Achieve Important Societal Goals 257

The Disciplined Mind 257

The Synthesizing Mind 258

The Creating Mind 259

The Respectful Mind 260

The Ethical Mind 261

Tension Exists 262

Wake-Up Calls 262

Role-Modeling 263

24. Synthesis 1.0: A Few Essential Tips 264

25. Changing Minds 267

80/20 and Seven R’s 267

References 274

26. On Educating for the Three Virtues: A Hegelian Approach 275

Toward a Synthesis 279

The Beauty of Truth-Seeking 279

The Conception of the Good 280

From Synthesis to Action 281

Lingering Questions 282

Concluding Note 285

References 285

27. The Myths in “Neuromyths” 287

References 289

28. Becoming a Good Person, a Good Worker, a Good Citizen in a Democratic Society 290

The Challenge 290

Framework 291

The Lenses of Psychology 292

A Recommended Course of Action 295

Reference 298

29. To an Aspiring Researcher: Twelve Pieces of Advice 299

A Thought Experiment 299

Acknowledgments 306

Original Publication List 307

Reference List 307

Index 311

Permissions 319

About the Author 320

Erscheinungsdatum	26.04.2024
Verlagsort	New York
Sprache	englisch
Maße	156 x 229 mm
Gewicht	476 g
Themenwelt	Geisteswissenschaften ► Psychologie ► Allgemeine Psychologie
	Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie
	Geisteswissenschaften ► Psychologie ► Verhaltenstherapie
	Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika
	Sozialwissenschaften ► Pädagogik ► Bildungstheorie
ISBN-10	0-8077-6982-7 / 0807769827
ISBN-13	978-0-8077-6982-9 / 9780807769829
Zustand	Neuware