Howard Gardener Quotes
"I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place."
"You learn at your best when you have something you care about and can get pleasure in being engaged in."
"The Goal of Education is to Help People Use Their Minds Better."
"We've got to do fewer things in school. The greatest enemy of understanding is coverage... You've got to take enough time to get kids deeply involved in something so they can think about it in lots of different ways and apply it."
"Kids make their mark in life by doing what they can do, not what they can't... School is important, but life is more important. Being happy is using your skills productively, no matter what they are."
"What we want... is for students to get more interested in things, more involved in them, more engaged in wanting to know; to have projects that they can get excited about and work on over long periods of time, to be stimulated to find things out on their own."
"Teachers must be encouraged - I almost said 'freed', to pursue an education that strives for depth of understanding."
"Stories are the single most powerful weapon in a leader's arsenal."
"Creativity begins with an affinity for something. It's like falling in love."
"Freud's convictions about the importance of infantile developments also colored his view of creative activity. Freud was impressed by the parallels between the child at play, the adult daydreamer, and the creative artist. As he once phrased it:
Might we not say that every child at play behaves like a creative writer, in that he creates a world of his own, or, rather, rearranges the things of his world in a new way which pleases him?....The creative writer does the same as the child at play. He creates a world of phantasy which he takes very seriously-that is, which he invests with large amounts of emotion-while separating it sharply from reality."
"If you are not prepared to resign or be fired for what you believe in, then you are not a worker, let alone a professional. You are a slave."
"An individual understands a concept, skill, theory, or domain of knowledge to the extent that he or she can apply it appropriately in a new situation."
"Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... Ultimately, we must synthesize our understandings for ourselves."
"Most people (by the time they have become adults ) can't change their minds because their neural pathways have become set... the longer neural pathways have been running one way the harder it is to rewire them."
"We need to focus on the kind of human beings we want to have and the kind of society in which we want to live."
"If we were to abandon concern for what is true, what is false, and what remains indeterminate, the world would be totally chaotic. Even those who deny the importance of truth, on the one hand, are quick to jump on anyone who is caught lying."
"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."
----
Notes from his book on multiple intelligences
(for more info read my post:
The 8 Mulitiple Intelligences (you can see these are related to our senses)
* words: mouth (linguistic intelligence)
* numbers or logic: brain (logical-mathematical intelligence)
* pictures: eyes (spatial intelligence)
* music: ears (musical intelligence)
* self-reflection: feelings/observations of self (intrapersonal intelligence)
* a physical experience: body (bodily-kinesthetic intelligence)
* a social experience: feelings/observations of others' (interpersonal intelligence), and/or
* an experience in the natural world (naturalist intelligence)
Knowledge = Facts
Understanding = Applying Facts (in real life)
Education is to develop understanding through application of knowledge
0 to 7 years Exposure (in context to do basic principles found all over to)
8 to 14 years Specialization (one focus in each area mastery in something before ready for a big location)
14+ Comprehensive (such as classics or inter-disciplinary, apprenticeships or "museum school" approach)
Windows to Learning
There are five entry points or five "windows" through which children can see new knowledge and information. A skillful teacher opens many of these windows on one same concept, allowing children to get deeper understanding to different perpectives.
1. Narration: introduce the story about the concepts in question
2. Foundation (philosophical): explore type comparisons or definitions at the root
3. Logical-Quantitative: show numbers patterns charts to study
4. Aesthetic: artistic/sensory approach such as music or pictures
5. Experiential: hands-on with materials (that directly embody/convey the concept)
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