Top 15 Howard Gardner Quotes

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

Stories are the single most powerful weapon in a leader’s arsenal

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)

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.

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

Part of the maturity of the sciences is an appreciation of which questions are best left to other disciplinary approaches.

When Einstein had thought through a problem, he always found it necessary to formulate this subject in as many different ways as possible and to present it so that it would be comprehensible to people accustomed to different modes of thought and with different educational preparations.

It is important for leaders to know their stories; to get them straight; to communicate them effectively, particularly to those who are in the thrall of rival stories; and, above all, to embody in their lives the stories that they tell.

And Einstein stood out among natural scientists in his abiding curiosity about children's minds. He had once declared that we know all the physics that we will ever need to know by the age of three.

Discover your difference — the asynchrony with which you have been blessed or cursed — and make the most of it.

Few things in life are as enjoyable as when we concentrate on a difficult task, using all our skills, knowing what has to be done.

"Einstein was remarkable for his powers of concentration; he could work uninterruptedly for hours and even days on the same problem. Some of the topics that interested him remained on his mind for decades. For relaxation he turned to music and to sailing, but often his work would continue during these moments as well; he usually had a notebook in his pocket so that he could jot down any idea that came to him. Once, after the theory of relativity had been put forth, he confessed to his colleague Wolfgang Pauli, "For the rest of my life I want to reflect on what light is." It is perhaps not entirely an accident that a focus on light is also the first visual act of the newborn child."

if you think you know what is going on, you haven’t got a clue about what’s going on.

"Einstein did not seek loneliness, but unlike Freud, he did not find it a threat. He was quite happy to be on his own from earliest life and did not crave companionship. This lack of craving for another person may well explain why neither of his marriages was a success and why his relations to his two sons were also unsatisfactory. In working out problems, Einstein once recalled, "I lived in solitude in the country and noticed how the monotony of quiet life stimulates the creative mind." He went on to comment, with some nostalgia: "There are certain callings in our modern organization which entail such an isolated life without making a great claim on bodily and intellectual effort. I think of such occupations as the service [sic] in lighthouses and lightships.

"Until now, most schools in most cultures have stressed a certain combination of linguistic and logical intelligences. Beyond question that combination is important for mastering the agenda of school, but we have gone too far in ignoring the other intelligences. By minimizing the importance of other intelligences within and outside of schools, we consign many students who fail to exhibit the "proper" blend to the belief that they are stupid, and we do not take advantage of ways in which multiple intelligences can be exploited to further the goals of school and the broader culture."