"The ability to solve problems or to create products that are valued within one or more cultural settings."
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Quote collection
Howard Gardner quotes (page 3 of 5)
94 quotes — follow a thought to its full quote page.
"Perhaps, indeed, there are no truly universal ethics: or to put it more precisely, the ways in which ethical principles are interpreted will inevitably differ across cultures and eras. Yet, these differences arise chiefly at the margins. All known societies embrace the virtues of truthfulness, integrity, loyalty, fairness; none explicitly endorse falsehood, dishonesty, disloyalty, gross inequity. (Five Minds for the Future, p136)"
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"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."
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"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?"
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"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."
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"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."
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"In every part of the world with which I am familiar, young people are completely immersed in the digital world - so much so, that it is inconceivable to them that they can, for long, be separated from their devices. Indeed, many of us who are not young, who are 'digital immigrants' rather than 'digital natives,' are also wedded to, if not dependent on, our digital devices."
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"No individual can be in full control of his fate-our strengths come significantly from our history, our experiences largely from the vagaries of chance. But by seizing the opportunity to leverage and frame these experiences, we gain agency over them. And this heightened agency, in turn, places us in a stronger position to deal with future experiences, even as it may alter our own sense of strengths and possibilities."
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"A good person is one who follows the Ten Commandments and the golden rule. There is plenty of precedent in history to guide us and we probably evolved to be sensitive to Bible-Golden Rule situations. But the dilemmas faced by a worker - a journalist, an architect, an auditor - or by a citizen (what position to take on stem cell research, whether to run for office, what is the proper balance between taxation and social nets) - are not questions that can be answered by traditional texts or precedents."
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"One must exploit the asynchronies that have befallen one, link them to a promising issue or domain, reframe frustrations as opportunities, and, above all, persevere."
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"Don't assume that the way that one searches and researches is the same from one era to another - it isn't. In the 19th century, most research was done by amateurs: either individuals who were rich or individuals who had a day job. In the 20th century, most researchers worked at universities or think tanks and received money from the government or from foundations to pursue their work. In our time, the sources of support and the locations for research may be quite different."
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"Hitler didn't travel. Stalin didn't travel. Saddam Hussein never traveled. They didn't want to have their orthodoxy challenged."
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"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."
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"I think that any important educational goal can be realized via several routes."
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"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."
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"Twenty-five years ago, the notion was you could create a general problem-solver software that could solve problems in many different domains. That just turned out to be totally wrong."
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"The biggest communities in which young people now reside are online communities."
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"Well, if storytelling is important, then your narrative ability, or your ability to put into words or use what someone else has put into words effectively, is important too."
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"I reject the notion that human beings have a single intelligence, which can be drawn on for the full range of problem solving."
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"I’d rather see the United States as a beacon of Good Work and Good Citizenship, rather than as #1 on some international educational measurement."
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