In addition to being an international giant, Gandhi gave us an example of a healthy and practical way to think about and lead your own life. Gardner, third from left, poses with fellow Harvard graduates in Gardner: I have tried to be a good husband and a good father but I went through a difficult divorce when I was young, and it caused pain.
I regret that. I have tried my best to make up for it. Going to Harvard College, going to a Harvard graduate school, and being on the books for over 55 years, it has been very comfortable for me.
There are very few people now my age who have been here their entire lives. A question I ask myself almost every day is, If I was exactly who I am, would I go into academics today? I have real doubts that I would.
I think there are professional things which I could have done differently and better. And what I tried to do is make amends for it. And you never really know what people think about you. When over of them wrote tributes to me when I turned 70, what really surprised me was that more people wrote about my personal example than about my particular scholarly ideas or books.
What I tried to give to my doctoral students and to the hundreds of people that have worked with me in Project Zero, over 50 years now, is an example of one way to live a life. I got that from my parents, and I would like to think that I kept people, besides myself, from doing things which were foolish in retrospect.
Gazette: What has been the most rewarding part of your academic career? Gardner: As an academic, you can work in splendid obscurity.
But as compensation, as Henry Adams famously said: A teacher never knows when his or her influence stops. Having been taught by brilliant teachers such as Erik Erikson, David Riesman, Nelson Goodman, and Jerome Bruner was transformative; it was important for me to be part of that lineage. I am who I am because of my teachers, and I want my students and colleagues to know that. When I was a graduate student, I wrote about them, and then sent them my essay. And to my amazement both scholars sent me letters on the same day!
For me, that sends a strong message to a young student, when two people he greatly admires both take the time to write him a substantive letter. I wrote three books when I was in graduate school, which was very unusual. A role model is Stephen Jay Gould. He was a great scientist and died at a young age. I admire people who take insights from many different fields and put them together in new ways. That is how I fashion myself.
I sense what my competitive advantage is, to use a 21 st -century phrase. Our initial impressions are beginning to appear in a blog called Life-Long Learning. Gardner: I think about this a lot. I think I was very shrewd to decide at age 12 that I was going to play just for fun. And I still do! I also could have been a reasonably successful business person.
I could have been a management consultant, but I felt very lucky to have picked just the right thing for me, and for not having anybody telling me what to do. My first and most fervent hope is that young people today would have the chance to do that as well.
I worry that may not be a possibility. I had 12 friends at Harvard College with whom I was very close. Out of the 12, 10 did professionally what we wanted to do when we graduated. That is inconceivable now. It was a very different time. In a life of multiple pursuits, Howard Gardner has remained a student above all else. That is a very good reason to go on. At the time, Scranton was a small coal-mining town.
It was not uncommon for family members to spend many nights at their small residence in Scranton. Four years after the Gardner family settled in Scranton, Hilde watched as Eric died in a tragic sledding accident. Eric did not speak any English when he first arrived, but he demonstrated ability beyond his years and did very well in school. After Howard Gardner was born in , his parents had a daughter named Marion three years later. And they did not tell him about his older brother Eric either.
He believes they were unable to. When Gardner asked about the little boy in all the pictures around the house, his parents told him that it was a child from the neighborhood. Gardner would often ask his parents, teachers, adults, and older children very difficult questions. When he was seven years old he considered himself a journalist and began publishing his own home and school newspapers.
Gardner was also a talented piano player and may have pursued a career in music. However, he stopped playing as a teenager because he thought it was too troublesome to practice.
Although Gardner eventually had a successful career as a psychologist and scientist, as a boy he was not particularly fond of exploring the outdoors. He was not interested in studying insects or dissecting mice unless he was trying to earn a scouting merit badge. His youth was not spent taking cars or gadgets apart and putting them back together. His only exposure to psychology occurred during his teenage years when he read an interesting discussion on color blindness in a psychology textbook.
Nevertheless, education was of great importance in the Gardner household. He was an excellent student who did very well in math and science, but his main interests were in literature, history, and the arts.
He believes his parents had a major impact on his development, especially after they transferred their aspirations to him following the death of his talented older brother.
Gardner enrolled at Harvard College in September When he first arrived, he was a bit intimidated by the fact he now had peers who could match him in academics and the arts. However, he soon regained his focus and took advantage of the wide variety of academic courses available to him. In his junior and senior years, he was tutored by psychoanalyst Erik Erikson.
Interestingly, he also took a number of pre-med and pre-law courses to prove to himself and his parents that he could have had a successful career in those fields had he chosen to stick with them. After receiving his first degree, Gardner spent a year at the London School of Economics studying philosophy and sociology as a Harvard Fellow. However, he decided to return to Harvard to pursue graduate studies in developmental psychology after being inspired by the works of psychologist Jean Piaget.
In , Gardner became a founding member of Project Zero—a research group that studied cognition with a focus on creativity and artistic thought.
He earned his PhD in developmental psychology in With his doctoral studies complete, Gardner worked with behavioral neurologist Norman Geschwind at Boston Veterans Administration Hospital as a postdoctoral fellow. He conducted neuropsychology research at the hospital for more than 20 years. Gardner accepted a teaching position at Harvard Graduate School of Education in Since , he has spent most of his time working on The GoodWork Project—a program that promotes ethics and excellence in work and life.
In , Gardner was selected as the John H. Among them is the theory of multiple intelligences developed by Howard Gardner, Ph.
Today there are nine intelligences, and the possibility of others may eventually expand the list. We teachers discover that sometimes our own mastery of a topic is tenuous, when a student asks us to convey the knowledge in another way and we are stumped. Gardner points out that everyone has strengths and weaknesses in various intelligences, which is why educators should decide how best to present course material given the subject-matter and individual class of students.
Indeed, instruction designed to help students learn material in multiple ways can trigger their confidence to develop areas in which they are not as strong. Researcher Mindy L. Kornhaber has suggested that the theory of multiple intelligences is so popular within the field of education because it:. It also provides educators with a conceptual framework for organizing and reflecting on curriculum assessment and pedagogical practices.
In turn, this reflection has led many educators to develop new approaches that might better meet the needs of the range of learners in their classrooms. Gardner currently serves as the John H. He is also an adjunct professor of psychology at Harvard University and senior director of Harvard Project Zero. Gardner, H. Frames of Mind. The Theory of Multiple Intelligences. New York: BasicBooks. Intelligence Reframed. New York: Basic Books. New York: Penguin Putnam. In his book The App Generation , Gardner and co-author Katie Davis suggests that the theory of multiple intelligences has too often been conflated with the idea of learning styles.
The two are not the same, Gardner explains and uses a computer analogy to demonstrate the differences between the ideas. Traditional conceptions of a single intelligence suggest that the mind possesses a single, central and all-purpose "computer" suggests Gardner in his book.
This computer then determines how people perform in every aspect of their lives. Gardner's conception of multiple intelligences, on the other hand, proposes that the mind possesses a number of "computers" that act mostly independently of one another and contribute to different mental abilities. Gardner initially outlined eight multiple intelligences but is researching the inclusion of naturalist intelligence and existential intelligence.
Learning styles, on the other hand, relate to an individual's personality and learning preferences. The problem with the concept of learning styles, Gardner explains, is that not only are they only vaguely defined, but research has also found little evidence that teaching to a student's preferred style has an effect on learning outcomes.
Gardner distinguishes between his multiple intelligences and the idea of learning styles by defining intelligences as a mental computational power in a certain area such as verbal ability or spatial intelligence. He defines learning styles as to how an individual learner approaches different educational materials. Gardner's theory of multiple intelligences has had an important impact on how we think about human intelligence.
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