Why, one may ask, should we care about erasing these gaps? And, in particular, why is it important that natural or scholastic understandings give way… - Howard Gardner

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Why, one may ask, should we care about erasing these gaps? And, in particular, why is it important that natural or scholastic understandings give way to disciplinary understandings? To my mind, the answer is simple: The understandings of the disciplines represent the most important cognitive achievements of human beings. It is necessary to come to know these understandings if we are to be fully human, to live in our time, to be able to understand it to the best of our abilities, and to build upon it. The five-year-old knows many things, but he cannot know what disciplinary experts have discovered over the centuries. Perhaps our daily lives might not be that different if we continue to believe that the world is flat, but such a belief makes it impossible for us to appreciate in any rounded way the nature of time, travel, weather, or seasons; the behaviors of objects; and the personal and cultural options open to us.

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About Howard Gardner

Howard Earl Gardner (born July 11, 1943) is an American developmental psychologist and the John H. and Elisabeth A. Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education at Harvard University.

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Alternative Names: Howard Earl Gardner
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"Indeed, knowledge that one will be judged on some criterion of "creativeness" or "originality" tends to narrow the scope of what one can produce (leading to products that are then judged as relatively conventional); in contrast, the absence of an evaluations seems to liberate creativity."

Between the conception of the idea of this special relativity theory and the completion of the corresponding publication, there elapsed five or six weeks. But it would be hardly correct to consider this as a birth date, because earlier the arguments and building blocks were being prepared over a period of years, although without bringing about the fundamental decision.

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I readily admit that the theory (of multiple intelligences) is no longer current. Several fields of knowledge have advanced significantly since the early 1980s.

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