Best Selling Books by Howard Gardner

“There’s a book I recommend for everybody: It’s Howard Gardner’s Frames of Mind. It has helped me immensely.” – Robert Greene, author of The 48 Laws of Power What do we mean when we call someone smart? That they are good at math and got a high score on the SAT? That they learn languages easily? Those traits might be what comes to mind first: they are what underly psychology’s classic definition of intelligence, and what we are told in school that a smart person can do. But they are not the whole story. As Howard Gardner argues in the groundbreaking classic Frames of Mind, to limit our understanding of intelligence to “book smarts” misses much of what makes human beings amazing. Someone who plays an instrument well is exhibiting intelligence. So, too, someone who knows how to do physical comedy—is their mastery of their movements and the space around them not brilliant? And to have a profound knowledge of their own self, their relationships with others, and relationships between others, too, is to show great intelligence as well. Gardner calls this the theory of multiple intelligences. But this isn’t just a book for intellectuals who want to argue about what intelligence is, or educators debating how to teach. It is for each of us. In an era of teaching to the test, and increasingly powerful artificial intelligence, Gardner’s work is a celebration of all the ways there are to be huma

Leading American psychologist and educator Howard Gardner has assembled his most important writings about education. Spanning over thirty years, this collection reveals the thinking, the concepts and the empirical research that have made Gardner one of the most respected and cited educational authorities of our time. Trained originally as a psychologist at Harvard University, Howard Gardner begins with personal sketches and tributes to his major teachers and mentors. He then presents the work for which he is best-known – the theory of multiple intelligences – including a summary of the original theory and accounts of how it has been updated over the years. Other seminal papers featured include: education in the arts the nature of understanding powerful ways in which to assess learning broad statements about the educational enterprise how education is likely to evolve in the globalised world of the twenty-first century.

"A survey of Howard Gardner''s contributions to our understanding of learning, and how to create environments that support growth in all learners across the lifespan"--

Howard Gardner''s theory of Multiple Intelligences (MI) has become a cornerstone of American education. This is the first book to draw upon an international network of MI practitioners to share stories and strategies of educational innovation. Each contributor addresses key questions of MI application. How have different people implemented MI? How do different cultures assimilate this intelligence theory to fit their educational values and traditions? What kinds of cultural conflicts are encountered along the way? And, what universal lessons can be drawn from these experiences?

"Howard Gardner''s life''s study and his theory of multiple intelligences show how an understanding of human cognitive capacities and processes manifests itself in several domains, such as artistry, leadership, creativity, and excellence in the professions"--

This brilliant and revolutionary theory of multiple intelligences reexamines the goals of education to support a more educated society for future generations. Howard Gardner’s concept of multiple intelligences has been hailed as perhaps the most profound insight into education since the work of Jerome Bruner, Jean Piaget, and even John Dewey. Here, in The Disciplined Mind, Garner pulls together the threads of his previous works and looks beyond such issues as charters, vouchers, unions, and affirmative action in order to explore the larger questions of what constitutes an educated person and how this can be achieved for all students. Gardner eloquently argues that the purpose of K–12 education should be to enhance students’ deep understanding of the truth (and falsity), beauty (and ugliness), and goodness (and evil) as defined by their various cultures. By exploring the theory of evolution, the music of Mozart, and the lessons of the Holocaust as a set of examples that illuminates the nature of truth, beauty, and morality, The Disciplined Mind envisions how younger generations will rise to the challenges of the future—while preserving the traditional goals of a “humane” education. Gardner’s ultimate goal is the creation of an educated generation that understands the physical, biological, and societal world in their own personal context as well as in a broader world view. But even as Gardner persuasively argues the merits of his approach, he recognizes the difficulty of developing one universal, ideal form of education. In an effort to reconcile conflicting educational viewpoints, he proposes the creation of six different educational pathways that, when taken together, can satisfy people’s concern for student learning and their widely divergent views about knowledge and understanding overall.

An authority on the human mind reflects on his intellectual development, his groundbreaking work, and different types of intelligences—including his own. Howard Gardner''s Frames of Mind was that rare publishing phenomenon—a mind-changer. Widely read by the general public as well as by educators, this influential book laid out Gardner''s theory of multiple intelligences. It debunked the primacy of the IQ test and inspired new approaches to education; entire curricula, schools, museums, and parents'' guides were dedicated to the nurturing of the several intelligences. In his new book, A Synthesizing Mind, Gardner reflects on his intellectual development and his groundbreaking work, tracing his evolution from bookish child to eager college student to disengaged graduate student to Harvard professor. Gardner discusses his mentors (including Erik Erikson and Jerome Bruner) and his collaborators (Mihaly Csikszentmihalyi, William Damon, and others). Comedian Groucho Marx makes a surprise (non-)appearance, declining Gardner''s invitation to chat with Harvard College students, in favor of “making a living.” Throughout his career, Gardner has focused on human minds in general, or on the minds of particular creators and leaders. Reflecting now on his own mind, he concludes that his is a “synthesizing mind”—with the ability to survey experiences and data across a wide range of disciplines and perspectives. The thinkers he most admires—including historian Richard Hofstadter, biologist Charles Darwin, and literary critic Edmund Wilson—are exemplary synthesizers. Gardner contends that the synthesizing mind is particularly valuable at this time and proposes ways to cultivate a possibly unique human capacity.

In a provocative discussion of the sources of human creativity, Gardner explores all aspects of the subject, from the young child’s ability to learn a new song through Mozart’s conceiving a complete symphony.

The author philosophizes on the intricacies of teaching what he sees as the three key virtues in the modern world.

Psychologists have long understood that the art works of children relate to their intellectual and emotional development but this is the first book to describe the developmental process of drawing. Ga

We live in a time of vast changes. And those changes call for entirely new ways of learning and thinking. In Five Minds for the Future: Howard Gardner defines the cognitive abilities that will command a premium in the years ahead: the disciplinary mind—mastery of major schools of thought (including science, mathematics, and history) and of at least one professional craft the synthesizing mind—ability to integrate ideas from different disciplines or spheres into a coherent whole and to communicate that integration to others the creating mind—capacity to uncover and clarify new problems, questions, and phenomena the respectful mind—awareness of and appreciation for differences among human beings and human groups the ethical mind—fulfillment of one’s responsibilities as a worker and citizen World-renowned for his theory of multiple intelligences, Gardner takes that thinking to the next level in this book, drawing from a wealth of diverse examples to illuminate his ideas. Concise and engaging, Five Minds for the Future will inspire lifelong learning in any reader as well as provide valuable insights for those charged with training and developing organizational leaders—both today and tomorrow.

Schetst een beeld van de ''app-generatie'' en hoe hun leven verschilt van het leven voor het digitale tijdperk en de goede en slechte kanten van de hedendaagse technologie.

Reassesses the goals of education, exploring the nature of learning and arguing that education should promote an understanding of the physical, biological, and social worlds from multiple perspectives.

Why higher education in the United States has lost its way, and how universities and colleges can focus sharply on their core mission. For The Real World of College, Wendy Fischman and Howard Gardner analyzed in-depth interviews with more than 2,000 students, alumni, faculty, administrators, parents, trustees, and others, which were conducted at ten institutions ranging from highly selective liberal arts colleges to less-selective state schools. What they found challenged characterizations in the media: students are not preoccupied by political correctness, free speech, or even the cost of college. They are most concerned about their GPA and their resumes; they see jobs and earning potential as more important than learning. Many say they face mental health challenges, fear that they don’t belong, and feel a deep sense of alienation. Given this daily reality for students, has higher education lost its way? Fischman and Gardner contend that US universities and colleges must focus sharply on their core educational mission. Fischman and Gardner, both recognized authorities on education and learning, argue that higher education in the United States has lost sight of its principal reason for existing: not vocational training, not the provision of campus amenities, but to increase what Fischman and Gardner call “higher education capital”—to help students think well and broadly, express themselves clearly, explore new areas, and be open to possible transformations. Fischman and Gardner offer cogent recommendations for how every college can become a community of learners who are open to change as thinkers, citizens, and human beings.

Examines one of the questions of human psychology: why it''s so difficult to change our own minds and each other''s and what happens when we do actually change our minds. This book describes seven powerful factors at work in different cases of mind change. It also examines changes of mind in six arenas.

Three world-class psychologists discuss the importance of expert but socially responsible "Good Work" in a market-driven world. 30,000 first printing.

An essay commissioned by the J. Paul Getty Center for Education in the Arts.

Abstract: Six chapters by various second generation television researchers address recent studies in the continuing effort to understand and define how television''s unique communication process works and to assess television impact on human cognitive development. The chapter topics include: the relationship between real life and the child''s ability to distinguish between varieties of television fare; children''s appreciation and understanding of the television superhero; how the child comes to understand materials encountered on television, particularly those in narrative form; and cross-media studies of television and books to distinguish which effects are due primarily to the medium itself and which are more readily attributed to general developmental factors. Two chapters are devoted to theoretical projections that seek to combine present diverse lines of research and identify a program for future study. An index is included. (emc).

In this volume three of the key figures in the field set out to establish some parameters for the study of creativity. After examining the earlier works on the subject, they present their current research findings, and then attempt to project where the field is likely to go in the decade ahead. Gardner, the proponent of biological aspects of creativity, ranges widely as he examines Freud''s Vienna and the features of medicine that both constrained and challenged his revolutionary idea. Csikszentmihalyi, with his exploration of genes and memes, examines individual issues as well as broader contextual concerns. Feldman concentrates on the notions of coincidence and the transformational imperative. These essays point to the rejuvenation of the field of creativity research, and suggest where the field is likely to move in the future. This work is a major synthesis of value to advanced researchers as well as students and all those concerned with creativity.