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More broadly speaking, the milieus in which children spend their early years exert a very strong impact on the standards by which they subsequently j… - Howard Gardner
" "More broadly speaking, the milieus in which children spend their early years exert a very strong impact on the standards by which they subsequently judge the world around them. Whether in relation to fashion, food, geographical environment, or manner of speaking, models initially encountered by children continue to affect their tastes and preferences indefinitely, and these preferences prove very difficult to change. Closely related to standards of taste are an emerging set of beliefs about which behaviors are good and which values are the be cherished. In most cases, these standards initially reflect quite faithfully the value system encountered at home, at church, and at preschool or elementary school. Values with respect to behavior (you should not steal, you should salute the flag) and sets of beliefs (my country, right or wrong, all mommies are perfect, God is monitoring all of your actions) often exert a very powerful effect on children's actions and reactions. In some cultures, a line is drawn early between the moral sphere, where violations merit severe sanctions, and the conventional sphere, where practices are evaluated along a single dimension of morality. Even — and perhaps especially — when children are not conscious of the source and of the controversy surrounding these beliefs and values, unfortunate clashes may occur when they meet others raised with a contrasting set of values. It is assuredly no accident that Lenin and the Jesuits agreed on one precept: Let me have a child until the age of seven, and I will have that child for life.
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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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Howard Earl Gardner
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Additional quotes by Howard Gardner
Both science and history are moving targets. Scholars in the twenty-first century are much more aware than those of earlier generations that scientists operate under the influence of powerful metaphors (science as exploration, discovery, documentation, thrust and counterthrust), and that both the scope and the tools of history undergo continual changes.
Narrative: telling stories about the topic and the people involved with it (e.g., the story of Charles Darwin for evolution or of Anne Frank for the Holocaust) 2. Quantitative: using examples connected to the topic (e.g., the puzzle of different numbers and varieties of finches spread across a dozen islands in the Galapagos) 3. Logic: identifying the key elements or units and exploring their logical connections (e.g., how Malthus’s argument about human survival in the face of insufficient resources can be applied to competition among biological species) 4. Existential: addressing big questions, such as the nature of truth or beauty, life and death 5. Aesthetic: examining instances in terms of their artistic properties or capturing the examples themselves in works of art (e.g., observing the diverse shapes of the beaks of finches; analyzing the expressive elements in the trio) 6. Hands-on: working directly with tangible examples (e.g., performing the Figaro trio, breeding fruit flies to observe how traits change over the generations) 7. Cooperative or social: engaging in projects with others where each makes a distinctive contribution to successful execution
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An a priori decision to eliminate spiritual intelligence from consideration is no more justifiable than a decision to admit it by fiat or on faith. After all, once one includes the understanding of the personal realm within a study of intelligence, such human proclivities as the spiritual must legitimately be considered. There certainly are no easy grounds for a decision, but several other intelligences deal with phenomena other than sheer physical matter. If the abstract realm of mathematics constitutes a reasonable area of intelligence (and few would challenge that judgment), why not the abstract realm of the spiritual?
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