New Releases by Howard Gardner

Vivemos em um tempo de grandes mudanças, que envolvem uma rápida globalização, quantidades crescentes de informações, a hegemonia crescente da ciência e da tecnologia e um choque de civilizações. Essas mudanças exigem novas maneiras de pensar e aprender na escola, nos negócios e nas profissões. Neste livro são definidas as habilidades cognitivas que terão valor nos anos que virão - a mente disciplinada - o domínio das principais escolas de pensamento (incluindo ciências, matemática e história) e pelo menos uma habilidade profissional; a mente sintetizadora - a capacidade de integrar idéias de diferentes disciplinas ou esferas em um todo coerente e de transmitir essa integração para outras pessoas; a mente criadora - a capacidade de revelar e resolver novos problemas, questões e fenômenos; a mente respeitosa - a consciência e compreensão das diferenças entre os seres humanos; a mente ética - o cumprimento das próprias responsabilidades como trabalhador e cidadão.

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.

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.

CONTENIDO: Los maestros - Desarrollo artístico en los niños - Sobre la educación y los medios de comunicación: la transmisión de conocimientos - El deterioro de la mente - Las cúspides de la creatividad.

What is creativity, and where does it come from? Creativity and Development explores the fascinating connections and tensions between creativity research and developmental psychology, two fields that have largely progressed independently of each other-until now. In this book, scholars influential in both fields explore the emergence of new ideas, and the development of the people and situations that bring them to fruition. The uniquely collaborative nature of Oxford''s Counterpoints series allows them to engage in a dialogue, addressing the key issues and potential benefits of exploring the connections between creativity and development. Creativity and Development is based on the observation that both creativity and development are processes that occur in complex systems, in which later stages or changes emerge from the prior state of the system. In the 1970s and 1980s, creativity researchers shifted their focus from personality traits to cognitive and social processes, and the co-authors of this volume are some of the most influential figures in this shift. The central focus on system processes results in three related volume themes: how the outcomes of creativity and development emerge from dynamical processes, the interrelation between individual processes and social processes, and the role of mediating artifacts and domains in developmental and creative processes. The chapters touch on a wide range of important topics, with the authors drawing on their decades of research into creativity and development. Readers will learn about the creativity of children''s play, the creative aspects of children''s thinking, the creative processes of scientists, the role of education and teaching in creative development, and the role of multiple intelligences in both creativity and development. The final chapter is an important dialogue between the authors, who engage in a roundtable discussion and explore key questions facing contemporary researchers, such as: Does society suppress children''s creativity? Are creativity and development specific to an intelligence or a domain? What role do social and cultural contexts play in creativity and development? Creativity and Development presents a powerful argument that both creativity scholars and developmental psychologists will benefit by becoming more familiar with each other''s work.

"The purpose of this study was to investigate the imapct of the use of Howard Gardner''s Theory of Multiple Intelligences in teaching middle school foreign language classes."--Introduction.

Este libro innovador, obra de tres psicólogos de fama mundial, demuestra que, en una época controlada de forma implacable por el mercado, los profesionales aún pueden conseguir realizar un buen trabajo, que a la vez sea especializado y socialmente responsable. Pero ¿qué significa hacer “un buen trabajo”? ¿Cuáles son las estrategias que nos permiten mantener unos criterios morales y éticos en unos tiempos en que las fuerzas del mercado tienen un poder sin precedentes y la innovación tecnológica altera de forma drástica la vida laboral? Estas preguntas constituyen la base de este libro. Los autores se centran en la genética y el periodismo ―dos campos que generan información, la manipulan y, por consiguiente, afectan a nuestras vidas de muchas maneras distintas― y demuestran que los profesionales deben conseguir un elevado nivel de rendimiento sin abandonar la responsabilidad social. Durante los últimos años, los autores han entrevistado a más de doscientas personas, todas ellas dedicadas a trabajos de vanguardia, y, en estas investigaciones sobre sus metas y sus perspectivas, sus obstáculos y sus temores, así como sobre los medios por los que transmiten sus más apreciadas prácticas y valores, han descubierto agudos contrastes entre los individuos de ambos campos. Hasta hoy, las exigencias del mundo profesional no han cuestionado los valores de los genetistas; en cambio, los periodistas se sienten profundamente desilusionados por el conflicto que se plantea entre el comercio y la ética. Los dilemas a los que se enfrentan estos profesionales y las referencias morales que escogen en su búsqueda tienen un gran valor orientativo para determinar de qué forma las personas puedan transformar sus profesiones y sus vidas. En Buen trabajo abundan ejemplos reales de individuos que se enfrentan a decisiones complejas, por lo que la obra constituye una sólida reflexión sobre algunas de las cuestiones más importantes de nuestra época y, sin duda, sobre el curso futuro de la ciencia, la tecnología y la comunicación.

Scopo di questo libro è dimostrare che il fenomeno "intelligenza" può essere scomposto in una serie finita di abilità umane distinte, di distinte intelligenze: linguistica, musicale, logico matematica, spaziale, corporeo-cinestetica, personale e interpersonale. Caso per caso, Gardner esamina quali siano i componenti e lo sviluppo di ogni particolare forma di intelligenza, gli aspetti neurologici e quelli interculturali. Negando il concetto unitario di intelligenza, Gardner mira tra l''altro a mettere in discussione l''assunto che l''intelligenza possa essere misurata mediante test verbali e a proporre una tecnica capace di applicazioni in campo educativo.

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

-Tomo III. Manual de evaluación para la educación infantil. Por Mara KRECHEVSKY. Este manual proporciona los medios básicos para evaluar el desarrollo cognitivo de niñas y niños en el aula. Se incluyen en él hojas de observación correspondientes a cada una de las inteligencias múltiples y un calendario de actividades que ayudará al profesorado a poner en práctica las teorías de Howard GARDNER y David Henry FELDMAN.

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.

Em ''Inteligência- um conceito reformulado'', Gardner nos traz um necessário relatório sobre o desenvolvimento de sua teoria. ELe descreve como ela evoluiu ao longo do tempo, introduz a possibilidade de três novas inteligências (mas cunha apenas a inteligência existencial e a inteligência naturalista), e argumenta que o conceito de inteligência deve ser expandido mas não a tal ponto que chegue a incluir todas as faculdades humanas ou que abranja sistemas de valores específicos. O Autor também dá um direcionamento prático para os educadores que querem usar sua teoria em escolas e museus e responde com energia às críticas que foram lançadas em oposição a este uso. GArdner expõe suas idéias provocantes a respeito das múltiplas formas de criatividade, liderança, conduta moral e especula sobre a relação entre as inteligências múltiplas e o mundo profissional do futuro.

The groundbreaking work of Harvard University psychologist Howard Gardner on multiple intelligences and Tufts University psychologist David Henry Feldman on nonuniversal development is fast becoming the standard by which children''s intelligence and cognitive development is understood. In this landmark three-volume set, Mara Krechevsky and her colleagues at Project Zero make these insights available for both teachers and scholars alike. This curriculum resource provides enriching activities in a wide variety of disciplines, including mechanics and construction, movement, and music.

What makes the kind of extraordinary person who changes the way we think, listen, write or view the world? And is it something science can & should measure? In this thought-provoking book Howard Gardner shows how the achievements of extraordinary creators & leaders depend less on native talents than on their abilities to exploit their own strengths & to convert setbacks into future success. Turning to our own lives, Gardner shows how such abilities can be marshaled by all of us in maximizing our own accomplishments. Includes chapters on Wolfgang Amadeus Mozart, Sigmund Freud, Virginia Woolf & Mahatma Gandhi. A short but wide-ranging study of the psychology of exceptional achievement.Ó Humane, intelligent & full of interest.Ó

Psychologue cognitiviste américain de renommée internationale Howard Gardner mène, depuis trente ans, des recherches sur l''intelligence qui renouvellent l''approche traditionnelle de la question. Il montre en particulier que le test du Q.I., largement utilisé, en France notamment, pour déterminer les aptitudes des individus, n''explore en fait qu''un seul type d''intelligence. Résumant dans ce livre ses recherches antérieures, Gardner explique qu''il existe en réalité sept formes d''intelligence qui recouvrent dans leurs nuances l''ensemble des capacités humaines : l''intelligence verbale, logico-mathématique, spatiale, musicale, corporelle et kinesthésique, interpersonnelle (intelligence des autres) et intrapersonnelle (intelligence de soi). Or seules les intelligences verbale et logico-mathématique sont traditionnellement prises en compte et développées à l''école. L''approche de Gardner permet donc de comprendre un grand nombre des difficultés que rencontrent aujourd''hui le système éducatif et, plus largement, nos sociétés tout entières. Elle annonce aussi la nécessaire mutation de l''école qui doit repenser ses modèles d''apprentissage pour permettre à chacun de développer son potentiel d''intelligence selon une large gamme d''aptitudes. Ce livre passe en revue des situations de terrain variées et permet d''aborder sous un angle concret la théorie novatrice des intelligences multiples.