Best 83 quotes of Howard Gardner on MyQuotes

Howard Gardner

  • By Anonym
    Howard Gardner

    A continuing conversation with other persons, with cultural products, and with oneself, is a large part of what it means to be a human being, in our time and perhaps in all time.

  • By Anonym
    Howard Gardner

    All human beings have all of the intelligences. But we differ, for both genetic and experiential reasons, in our profile of intelligences at any moment.

  • By Anonym
    Howard Gardner

    An individual understands a concept, skill, theory, or domain of knowledge to the extent that he or she can apply it appropriately in a new situation.

  • By Anonym
    Howard Gardner

    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.

  • By Anonym
    Howard Gardner

    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?

  • By Anonym
    Howard Gardner

    Any profession should have norms around the issue you raise. And, in the words of the great economic thinker Albert Hirschman, we all owe a measure of loyalty to professional norms. But when the norms seem unhelpful or unproductive, one needs to speak up - to activate voice. And in the extreme, if the profession and one's colleagues seem estranged from a thoughtfully selected course of action, you need to consider the possibility of exit. Of course, if you knowingly violate norms or laws, you need to be prepared to face the consequences - or to lead a revolution!

  • By Anonym
    Howard Gardner

    Anything that is worth teaching can be presented in many different ways. These multiple ways can make use of our multiple intelligences.

  • By Anonym
    Howard Gardner

    A person who is app-dependent is always searching for the best app; and as soon as its routine has been executed, the person searches for the next app. A person who is app-enabled also uses apps frequently. But he or she is never limited by the current array of apps; apps will free the person to do what he or she wants to do, or needs to do, irrespective of the next application of the app. An app-enabled person can also put devices away, without feeling bereft.

  • By Anonym
    Howard Gardner

    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.

  • By Anonym
    Howard Gardner

    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.

  • By Anonym
    Howard Gardner

    Best of all, persons can sometimes be app-transcendent: making dramatic progress or discoveries, without any dependence on any app. In this context, I like to mention Steve Jobs. While he had as much to do as anyone with the invention and development of apps, he NEVER was limited by the current technology - indeed, he typically transcended it and relied on his own considerable wits.

  • By Anonym
    Howard Gardner

    But once we realize that people have very different kinds of minds, different kinds of strengths -- some people are good in thinking spatially, some in thinking language, others are very logical, other people need to be hands on and explore actively and try things out -- then education, which treats everybody the same way, is actually the most unfair education.

  • By Anonym
    Howard Gardner

    By nature, I am not an optimist, though I try to act as if I am.

  • By Anonym
    Howard Gardner

    Creativity begins with an affinity for something. It's like falling in love.

  • By Anonym
    Howard Gardner

    Distinguish between the work and the job title. When I was leaving school in the early 1970s, many people wanted to be journalists, carrying out investigative reporting for print newspapers. Print newspapers may not exist in twenty years. But good thinking and good writing about issues that need to be reported and investigated will always be needed; but where this happens, what it is called, and who pays for it may be quite different than could have been envisioned by the great journalists of the past.

  • By Anonym
    Howard Gardner

    Emile Zola was a poor student at his school at Aix. We are all so different largely because we all have different combinations of intelligences. If we recognize this, I think we will have at least a better chance of dealing appropriately with many problems that we face in the world.

  • By Anonym
    Howard Gardner

    Fundamentalism is a kind of decision not to change your mind about something...Many of us are fundamentalists...because it worked pretty well for us.

  • By Anonym
    Howard Gardner

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

  • By Anonym
    Howard Gardner

    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.

  • By Anonym
    Howard Gardner

    I am knowledgeable enough about the world of prizes to realize that there is a large degree of luck - both for the recognitions that you receive and those that you did not.

  • By Anonym
    Howard Gardner

    I am relieved that, in my own teaching, I don't have to moderate between high stake teaching and education for the virtues. If I did, I would give students the tools to take the tests but not spend an inordinate amount of time on test prep nor on 'teaching to the test.' If the students, or their parents, want drill in testing, they'd have to go elsewhere. As a professional, my most important obligation is to teach the topic, skills, and methods in ways that I feel are intellectually legitimate.

  • By Anonym
    Howard Gardner

    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.

  • By Anonym
    Howard Gardner

    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.

  • By Anonym
    Howard Gardner

    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.

  • By Anonym
    Howard Gardner

    If Confucius can serve as the Patron Saint of Chinese education, let me propose Socrates as his equivalent in a Western educational context - a Socrates who is never content with the initial superficial response, but is always probing for finer distinctions, clearer examples, a more profound form of knowing. Our concept of knowledge has changed since classical times, but Socrates has provided us with a timeless educational goal - ever deeper understanding.

  • By Anonym
    Howard Gardner

    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.

  • By Anonym
    Howard Gardner

    If one develops good habits and routines, it is possible to be a responsible educator most of the time; and to marshal the special energies and reflection for those times, when the correct course of action is not clear, or when one is weighing one wrong against another wrong.

  • By Anonym
    Howard Gardner

    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.

  • By Anonym
    Howard Gardner

    If you are not prepared to resign or be fired for what you believe in, then you are not a worker, let alone a professional. You are a slave.

  • By Anonym
    Howard Gardner

    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.

  • By Anonym
    Howard Gardner

    If you think education is expensive, try estimating the cost of ignorance.

  • By Anonym
    Howard Gardner

    I need to add that my work on multiple intelligences received a huge boost in 1995 when Daniel Goleman published his book on emotional intelligence. I am often confused with Dan. Initially, though Dan and I are longtime friends, this confusion irritated me.

  • By Anonym
    Howard Gardner

    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.

  • By Anonym
    Howard Gardner

    In order for me to 'endorse' an intelligence, I need to carry out lots of research.

  • By Anonym
    Howard Gardner

    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.

  • By Anonym
    Howard Gardner

    Intelligences are enhanced when a person is engaged in activities that involve the exercise of that intelligence. It helps to have good teachers, ample resources, and personal motivation. Anyone can improve any intelligence; but it is easier to improve the intelligence if those factors are available and if you have high potential in that intelligence.

  • By Anonym
    Howard Gardner

    In the United States, if you ask teachers, "Are there children whom we should call 'gifted?'", many if not most will say 'No.' That's the politically correct answer. But if you then ask the teacher to rank order students in terms of how well they paint or write or dance, they'll have little difficulty in doing so.

  • By Anonym
    Howard Gardner

    In the United States these days, 'diversity' is a big word and a buzzword.

  • By Anonym
    Howard Gardner

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

  • By Anonym
    Howard Gardner

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

  • By Anonym
    Howard Gardner

    I think that every educator, indeed every human being, is concerned with what is true and what is not; what experiences to cherish and which ones to avoid; and how best to relate to other human beings. We differ in how conscious we are of these questions; how reflective we are about our own stances; whether we are aware of how these human virtues are threatened by critiques (philosophical, cultural) and by technologies (chiefly the digital media). A good educator should help us all to navigate our way in this tangled web of virtues.

  • By Anonym
    Howard Gardner

    I think that I am strongest in linguistic and musical intelligence, and I continue to work on my interpersonal and intrapersonal intelligence.

  • By Anonym
    Howard Gardner

    It may well be easier to remember a list if one sings it (or dances to it). However, these uses of the 'materials' of an intelligence are essentially trivial. What is not trivial is the capacity to think musically.

  • By Anonym
    Howard Gardner

    I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place

  • By Anonym
    Howard Gardner

    I want to understand how best to create and preserve a form of higher education that we value but that is in jeopardy for many reasons.

  • By Anonym
    Howard Gardner

    Kids go to school and college and get through, but they don't seem to really care about using their minds. School doesn't have the kind of long term positive impact that it should.

  • By Anonym
    Howard Gardner

    Kids make 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.

  • By Anonym
    Howard Gardner

    Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... Ultimately, we must synthesize our understandings for ourselves.

  • By Anonym
    Howard Gardner

    Most people (by the time they have become adults ) can't change their minds because their neural pathways have become set... the longer neural pathways have been running one way the harder it is to rewire them.

  • By Anonym
    Howard Gardner

    Much of the material presented in schools strikes students as alien, if not pointless.