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
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.