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Howard Gardner is a Psychologist, American researcher and professor at Harvard University, formulated and developed the theory of Multiple Intelligences.
For Gardner, the conventional concept of intelligence is too restrictive and considers that intelligence quotient measures often miss other "intelligences" that an individual can possess. His 1983 book Frames of the mind, outlined his theory and his eight main types of intelligence. Gardner's theory had a particular impact in the field of education, where he inspired teachers and educators to explore new forms of teaching aimed at these different intelligences.
You may be interested in our Multiple Intelligence Test.
Famous quotes from Howard Gardner
We can ignore the differences and assume that all our minds are equal. Or we can take advantage of these differences.
Every human being has a unique combination of intelligence. This is the fundamental educational challenge.
It's not how smart you are that matters, what really counts is how your intelligence is.
In the future we will be able to individualize, to personalize education as much as we want.
Creativity begins with an affinity for something. It is like falling in love.
Intelligence is the ability to find and solve problems and create valuable products in our own culture.
Teaching that ignores children's realities will be rejected as surely as any graft that attempts to ignore the body's immune system.
Intelligence, what we consider intelligent actions, is modified throughout history. Intelligence is not a substance in the head as is the oil in an oil tank. It is a collection of potentialities that are completed.
You learn the best you can when you have something that matters to you and what you like to participate in.
Most people (when they have become adults) cannot change their minds because their neural pathways have stabilized ... the longer the neural pathways, the harder it is to reconnect them.
If you are not prepared to quit or be fired for what you believe, then you are not a worker, much less a professional. You are a slave.
We are natural entities that change the mind until we are 10 years old or older. But as we get older ... then it is very difficult to change our minds.
Stories are the most powerful tool in a leader's toolset.
There is no single truth, but each of the academic disciplines has methods that bring us closer and closer to the truth.
It is very important to evaluate the intelligences, but standardized tests are not the solution.
The biggest mistake of past centuries in teaching has been to treat all students as if they were variants of the same individual and thus feel justified in teaching them the same subjects in the same way.
Perhaps the amalgam of youth and maturity is an identifiable characteristic of creative scientific genius.
By nature, I am not optimistic, although I try to act as if I were.
All human beings have all intelligences. But we differ, for genetic and experiential reasons, in our intelligence profile at any time.
Everything worth teaching can be presented in many different ways. These multiple forms can make use of our multiple intelligences.
I don't think it is necessary to rethink the curricular objectives. But it is certainly worth thinking about whether these goals can be achieved in multiple ways.
The largest communities in which young people now reside are online communities.
Being creative means first of all doing something unusual ... On the other hand, however unusual, the idea must also be reasonable for people to take it seriously.
An intelligence is the biological and psychological potential to analyze information in specific ways, in order to solve problems or create products that are valued in a culture.
It would be convenient to have, in a volume, a synthesis of the work on the education of the structures of the mind that were "in good ink".
The goal of education is to help people to better use their minds.
Our way of managing and directing, rewarding and judging people is totally out of step with the fact that we are all individuals.
Our limitations not only enable the first vital learning, but also allow occasional creative breaks.
I believe that any important educational objective can be accomplished through several routes.
I reject the notion that human beings have only one intelligence, which can be used for the entire range of problem solving.
We should spend less time classifying children and more time helping them identify their natural skills and gifts and cultivate them. There are hundreds and hundreds of ways to succeed and many, many different skills that will help you get there.
Fundamentalism is a kind of decision not to change your mind about something ... Many of us are fundamentalists ... because it works quite well for us.
If I know that you are very good at music, I can predict with almost zero precision whether you are going to be good or bad at other things.
An individual-centered school would have to be rich in the evaluation of individual capacities and trends. I would try to associate individuals, not only with curricular areas, but also with particular ways of imparting those subjects.
I want my children to understand the world, but not only because the world is fascinating and the human mind is curious. I want them to understand it so that they are positioned to be a better place.
An individual understands a concept, skill, theory or mastery of knowledge insofar as he can apply it appropriately in a new situation.
The great challenge, both for the teacher and for the student, is to find that balance between the degree of challenge of an activity and the skill level of the person who performs it.
Children leave 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.
Together with the evaluating specialists, the school of the future must have the “student-curriculum manager”. His job would be to help match student profiles, their goals and interests, with specific curricular content and specific learning styles.
Beauty is revealed in the course of an experience with an object.
I align with almost all researchers by assuming that whatever we do is a combination of the genetic limitations that were granted to us by our parents and any kind of environmental opportunities available.
The purpose of education is to make people want to do what they should do.
If you think education is expensive, try to estimate the cost of ignorance.
An intelligence is a biopsychological potential that should not be confused with a domain of knowledge, which is a socially constructed activity. In most countries of the world, schools are organized in uniform ways. The same subjects are taught and evaluated in the same ways, to all students equally, because it seems fair to be able to treat all students as if they were equal. They rely on the wrong assumption that all people have the same type of mind. But I believe that all people have a different kind of mind. No one would spend money on a therapist who ignores everything that is specific to individuals.
We need to focus on the type of human beings we want to have and the type of society in which we want to live.
The emergence of new technologies forces us to educate children differently.
Teachers should be encouraged; I almost said 'liberated', to pursue an education that seeks deep understanding.
The design of my ideal school of the future is based on two hypotheses: the first is that not everyone has the same interests and abilities; Not everyone learns in the same way. The second hypothesis can hurt: it is that in our day nobody can get to learn everything there is to learn.
The education system has changed more in recent decades than in previous centuries.
Countries that do their best in education, according to international comparisons, whether in Finland or Japan, Denmark or Singapore, are successful because they have respected professional teachers, and they also have family and community that support learning.
While the truth is finally convergent, beauty is ultimately divergent. No one can and nobody should tell anyone else what that person should consider beautiful.
Children go to school, to university and they do, but it seems that they really don't mind using their minds. The school does not have the kind of long-term positive impact it should have.
I think I am stronger in linguistic and musical intelligence, and I continue to work on my interpersonal and intrapersonal intelligence.
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