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The third organizing theme focuses on the relationship between the creator and work in a domain. Early in life, the creator generally discovers an ar… - Howard Gardner
" "The third organizing theme focuses on the relationship between the creator and work in a domain. Early in life, the creator generally discovers an area or object of interest that is consuming. At first the creator seeks to master work in that domain in the manner of others working within the culture; increasingly, however, the very relationship to the domain becomes problematic. The individual then, willingly or unwillingly, feels constrained to try inventing a new symbol system-a system of meaning-that is adequate to the chosen problems or themes and that can eventually make sense to others as well. In each chapter I examine in detail the ways in which a creator forges a new system of meaning in a distinctive domain; it turns out that surprising commonalities hold across the domains as well.
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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
"In mathematics, students are at the mercy of rigidly applied algorithms. They learn to use certain formalisms in certain ways, often effectively, if provided with a pre-arranged signal that a particular formalism is wanted.
In social studies and the humanities, the enemies of understanding are scripts and stereotypes. Students readily believe that events occur in typical ways, and they evoke these scripts even inappropriately. For example, they regard struggles between two parties in a dispute as a "good guy versus bad guy" movie script."
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Some leaders seek power for its own sake; some leaders seek power in order to increase their own resources or those of family, friends, and close associates. Those are not the leaders whom I admire, nor are they the leaders that young people should emulate. As I make clear in the pages that follow, the key to effective leadership is amoral: The skills that I describe can be used for the ends of a Nelson Mandela, or for the ends of Osama bin Laden. But once we turn from description to prescription, it is clear that, as individuals and as members of broader communities, we should do all that we can to increase the incidence of good leaders — individuals who are engaged, excellent, and dedicated to the pursuit of ethical ends.
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