Howard Gardner Quotes - Page 2

An intelligence is the biological and psychological potential to analyze information in specific ways, in order to solve problems or to create products that are valued in a culture.

I think that any important educational goal can be realized via several routes.

I believe that the brain has evolved over millions of years to be responsive to different kinds of content in the world. Language content, musical content, spatial content, numerical content, etc.

If I know you're very good in music, I can predict with just about zero accuracy whether you're going to be good or bad in other things.

While we may continue to use the words smart and stupid, and while IQ tests may persist for certain purposes, the monopoly of those who believe in a single general intelligence has come to an end. Brain scientists and geneticists are documenting the incredible differentiation of human capacities, computer programmers are creating systems that are intelligent in different ways, and educators are freshly acknowledging that their students have distinctive strengths and weaknesses.

If you enjoy reading, writing, learning, and sharing what you have learned, don't hesitate to look for a life where you can continue to do those things. It could be as a scientist, an educator, an editor, a journalist, the founder of an organization. You only live once, and it is a tragedy if you deny yourself these options without trying to pursue them.

Teaching which ignores the realities of children will be rejected as surely as any graft which attempts to ignore the body's immune system.

The ability to solve problems or to create products that are valued within one or more cultural settings.

No academic ever expects to be taken seriously by more than three other people, because really, we write for three people in our field.

There is no single truth, but each of the scholarly disciplines has methods which lead one ever closer to the truth.

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.

Our way of managing and leading, rewarding and judging people is totally out of tune with the fact that we are all individuals.

There are clear differences between child and adult artistic activity. While the child may be aware that he is doing things differently from others, he does not fully appreciate the rules and conventions of symbolic realms; his adventurousness holds little significance. In contrast, the adult artist is fully cognizant of the norms embraced by others; his willingness, his compulsion, to reject convention is purchased, at the very least, with full knowledge of what he is doing and often at considerable psychic cost to himself.

I don't think that it is necessary to rethink curricular goals. But it is certainly worth thinking about whether these goals can be reached in multiple ways.

Being creative means first of all doing something unusual... On the other hand, however unusual it may be, the idea also has to be reasonable for people to take it seriously.

Hitler didn't travel. Stalin didn't travel. Saddam Hussein never traveled. They didn't want to have their orthodoxy challenged.

Teachers must be encouraged - I almost said 'freed', to pursue an education that strives for depth of understanding.

We are natural mind changing entities until we are 10 or so. But as we get older...then it is very hard to change our minds

Young children possess the ability to cut across the customary categories; to appreciate usually undiscerned links among realms, to respond effectively in a parallel manner to events which are usually categorized differently, and to capture these ori

Any good teacher should become acquainted with relevant technologies. But the technologies should not dictate an education goal. Rather, the teacher (or parent or student or policy maker) should ask: can technology help to achieve this goal, and which technologies are most likely to be helpful?

The countries who do the best in international comparisons, whether it's Finland or Japan, Denmark or Singapore, do well because they have professional teachers who are respected, and they also have family and community which support learning.

In roughly the last century, important experiments have been launched by such charismatic educators as Maria Montessori, Rudolf Steiner, Shinichi Suzuki, John Dewey, and A. S. Neil. These approaches have enjoyed considerable success[...] Yet they have had relatively little impact on the mainstream of education throughout the contemporary world.

As a planet, we are at risk of destruction (for example, gradually by the warming of the planet; or rapidly, by nuclear war or a pathogen that gets out of control). And these threats require us to work together, and not just to announce our diversity.

I reject the notion that human beings have a single intelligence, which can be drawn on for the full range of problem solving.

I align myself with almost all researchers in assuming that anything we do is a composite of whatever genetic limitations were given to us by our parents and whatever kinds of environmental opportunities are available.