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"What is going on here? Why are students not mastering what they ought to be learning? It is my belief that, until recently, those of us involved in … - Howard Gardner
"What is going on here? Why are students not mastering what they ought to be learning? It is my belief that, until recently, those of us involved in education have not appreciated the strength of the initial conceptions, stereotypes, and "scripts" that students bring to their school learning nor the difficulty of refashioning or eradicating them. We have failed to appreciate that in nearly every student there is a five-year-old "unschooled" mind struggling to get out and express itself. Nor have we realized how challenging it is to convey novel materials so that their implications will be appreciated by children who have long conceptualized materials of this sort in a fundamentally different and deeply entrenched way."
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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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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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In a typical approach, historiometric investigators like Simonton review large bodies of data to determine the decade of life in which creative individuals are most productive. Such studies have led to the findings that maximal productivity typically occurs between ages thrity-five and thirty-nine, but that profiles differ appreciably across disparate domains of knowledge: thus, poets and mathematicians reach an apogee in their twenties or thirties, while historians or philosophers may peak decades later.
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