Gardner Theory Quotes

An excellent plumber is infinitely more admirable than an incompetent philosopher. The society which scorns excellence in plumbing because plumbing is a humble activity, and tolerates shoddiness in philosophy because it is an exalted activity, will have neither good plumbing nor good philosophy. Neither its pipes nor its theories will hold water.

There are plenty of theories to listen to and follow but truth yearns to be discovered. When you find it, there is no doubt where to go.

I’m not sure why I enjoy debunking. Part of it surely is amusement over the follies of true believers, and [it is] partly because attacking bogus science is a painless way to learn good science. You have to know something about relativity theory, for example, to know where opponents of Einstein go wrong. . . . Another reason for debunking is that bad science contributes to the steady dumbing down of our nation. Crude beliefs get transmitted to political leaders and the result is considerable damage to society.

Einstein was remarkable for his powers of concentration; he could work uninterruptedly for hours and even days on the same problem. Some of the topics that interested him remained on his mind for decades. For relaxation he turned to music and to sailing, but often his work would continue during these moments as well; he usually had a notebook in his pocket so that he could jot down any idea that came to him. Once, after the theory of relativity had been put forth, he confessed to his colleague Wolfgang Pauli, "For the rest of my life I want to reflect on what light is." It is perhaps not entirely an accident that a focus on light is also the first visual act of the newborn child.

True art, by specific technical means now commonly forgotten, clarifies life, establishes models of human action, casts nets toward the future, carefully judges our right and wrong directions, celebrates and mourns. It does not rant. It does not sneer or giggle in the face of death, it invents prayers and weapons. It designs visions worth trying to make fact. It does not whimper or cower or throw up its hands and bat its lashes. It does not make hope contingent on acceptance of some religious theory. It strikes like lightening, or is lightning; whichever.

Most art these days is either trivial or false. There has always been bad art, but only when a culture's general world view and aesthetic theory have gone awry is bad art what most artists strive for, mistaking bad for good. In Plato's Athens or Shakespeare's London, who would have clapped for the merdistes? For the most part our artists do not struggle-as artists have traditionally struggled-toward a vision of how things out to be or what has gone wrong; they do not provide us with the flicker of lightning that shows us where we are. Either they pointlessly waste our time, saying and doing nothing, or they celebrate ugliness and futility, scoffing at good. Every new novelist, composer,and painter-or so we're told-is more 'distrubing' than the last. The good of humanity is left in the hands of politicians.

As Harvard developmental psychologist Howard Gardner reminds us, The young child is totally egocentric—meaning not that he thinks selfishly only about himself, but to the contrary, that he is incapable of thinking about himself. The egocentric child is unable to differentiate himself from the rest of the world; he has not separated himself out from others or from objects. Thus he feels that others share his pain or his pleasure, that his mumblings will inevitably be understood, that his perspective is shared by all persons, that even animals and plants partake of his consciousness. In playing hide-and-seek he will “hide” in broad view of other persons, because his egocentrism prevents him from recognizing that others are aware of his location. The whole course of human development can be viewed as a continuing decline in egocentrism.2

Present Content and Desired Content One should begin by determining what is the present (current) content—be it an idea, a concept, a story, a theory, a skill—and what is the desired content. Once the desired content has been identified, the various competing countercontents must be specified. The more explicitly one can lay these out, the more likely that one can arrive at a strategy suitable for mind changing in the particular instance. Both contents and countercontents may be presented in various formats.

Directness of Change Political, business, and educational leaders bring about change through the messages that they convey directly to their respective audiences. Creative and innovative individuals bring about change indirectly, through the symbolic products—art works, inventions, scientific theories—that they fashion. In general, mind changes due to indirect creations take longer, but their effects have the potential to last for a far longer period of time. In general, we remember the artistic creators of bygone civilization far more vividly than we recall the political leaders.

Sentimentality, in all its forms, is the attempt to get some effect without providing due cause. (I take it for granted that the reader understands the difference between sentiment in fiction, that is, emotion and feeling, and sentimentality, emotion or feeling that rings false, usually because achieved by some form of cheating or exaggeration. Without sentiment, fiction is worthless. Sentimentality, on the other hand, can make mush of the finest characters, actions, and ideas.) The theory of fiction as a viid, uninterrupted dream in the reader's mind logically requires an assertion that legitimate cause in fiction can be of only one kind: drama; that is, character in action.

I read a heap of books to prepare to write my own. Valuable works about art crime include The Rescue Artist by Edward Dolnick, Master Thieves by Stephen Kurkjian, The Gardner Heist by Ulrich Boser, Possession by Erin Thompson, Crimes of the Art World by Thomas D. Bazley, Stealing Rembrandts by Anthony M. Amore and Tom Mashberg, Crime and the Art Market by Riah Pryor, The Art Stealers by Milton Esterow, Rogues in the Gallery by Hugh McLeave, Art Crime by John E. Conklin, The Art Crisis by Bonnie Burnham, Museum of the Missing by Simon Houpt, The History of Loot and Stolen Art from Antiquity Until the Present Day by Ivan Lindsay, Vanished Smile by R. A. Scotti, Priceless by Robert K. Wittman with John Shiffman, and Hot Art by Joshua Knelman. Books on aesthetic theory that were most helpful to me include The Power of Images by David Freedberg, Art as Experience by John Dewey, The Aesthetic Brain by Anjan Chatterjee, Pictures & Tears by James Elkins, Experiencing Art by Arthur P. Shimamura, How Art Works by Ellen Winner, The Art Instinct by Denis Dutton, and Collecting: An Unruly Passion by Werner Muensterberger. Other fascinating art-related reads include So Much Longing in So Little Space by Karl Ove Knausgaard, What Is Art? by Leo Tolstoy, History of Beauty edited by Umberto Eco, On Ugliness also edited by Umberto Eco, A Month in Siena by Hisham Matar, Art as Therapy by Alain de Botton and John Armstrong, Art by Clive Bell, A Philosophical Enquiry into the Sublime and Beautiful by Edmund Burke, Seven Days in the Art World by Sarah Thornton, The Painted Word by Tom Wolfe, and Intentions by Oscar Wilde—which includes the essay “The Critic as Artist,” written in 1891, from which this book’s epigraph was lifted.

In biology, the most basic assumptions of evolutionary theory elude otherwise able students who insist that the process of evolution is guided by a striving toward perfection. College students who have studied economics offer explanations of market forces that are essentially identical to those preferred by college students who have never taken an economics course. Equally severe biases and stereotypes pervade the humanistic segment of the curriculum, from history to art. Students who can discuss in detail the complex causes of the First World War turn right around and explain equally complex current events in terms of the simplest "good guy-bad guy" scenario. (This habit of mind is not absent from political leaders, who are fond of portraying the most complicated international situations along the lines of a Hollywood script.) Those who have studied the intricacies of modern poetry, learning to esteem T. S. Eliot and Ezra Pound, show little capacity to distinguish masterworks from amateurish drivel once the identity of the author has been hidden from view.

General Kennedy raised his hand. “Once we’ve destroyed these pigs, are we going to get our payback for their crucifixions?” he asked. The Marine commanders, who were beyond enraged, jumped in. “We found over 153 Marines crucified when we re-secured the Ben-Gurion University campus near Negev the other day,” blurted General Peeler, eyes burning with rage. “I know everyone wants payback for the crucifixions, and I assure you we will have it. Once the battlefields have been secured and the grave registration units move in, they are going to bury the IR forces in mass graves. They will do their best to identify the IR soldiers so that they can be properly marked. Prior to the graves being filled in, they have been instructed to cover all the bodies in pig’s blood, which the Germans and Brits have supplied. We have documented over 5,000 crucifixions of US Forces, so we will bury their dead in pig’s blood in retaliation. They believe that this will prevent them from entering Paradise, so we will test that theory.” A few laughs, snickers and whoops could be heard, mostly from the NCO’s. This was a tactic used by General “Black Jack” Pershing in the Philippines prior to World War One. The US had taken possession of the Philippines during the Spanish American War of 1898. In 1911, a Muslim uprising took place in Mindanao, and General Pershing had the insurgents shot with bullets dipped in pig’s blood and then their bodies were buried with the guts of the pig. This discouraged future Muslim attacks by future Jihadis because they believed they would be prevented from entering Paradise if they were buried with the blood from a pig and its guts. General Gardner’s staff wanted to take a page from history and see if it would make a difference in this war--any small advantage that could be gained was something worth pursuing, no matter how strange or unconventional it may be.

Berlin suggests that "in the case of seminal discoveries-say of imaginary numbers, or non-Euclidean geometry, or the quantum theory- it is precisely dissociation of categories indispensable to normal human experience, that seems to be required, namely a gift of conceiving of what cannot in principle be imagined nor expressed in ordinary language." Like Newton and Copernicus, Einstein sustained a vision of a unified, harmonious, physically caused world. This dissociation led both to Einstein's genius in the world of physics and his inspirational, but ultimately less successful, forays into issues of world order.

Once upon a time, gossip and speculation would be confined to the pub or the hair salon. In the internet age, these theories can spread around the world in a matter of moments. There are few fact-checkers, fewer censors and sometimes no common sense. But theories are taken as facts and the wilder they are, the more attractive they can be to an audience that feels it is being lied to at every turn by the people they have elected to govern.

By embracing Gardner's Multiple Intelligences Theory, educators become architects of personalized learning experiences that honour the unique talents and abilities of every student. Through tailored instruction and diverse assessment methods, classrooms become vibrant ecosystems where each intelligence is valued and cultivated.

Howard Gardner's theory of multiple intelligences reframed our understanding of intelligence. He proposed that intelligence is not a single, static IQ score but rather a dynamic array of different types of intelligence, including interpersonal and intrapersonal intelligence.

Interlocking pathology in family relationships. In S. Rado and G. Daniels (Eds.), Changing concepts of psychoanalytic medicine (pp. 135–150). New York: Grune and Stratton. Ackerman, N. W. (1958). The psychodynamics of family life. New York: Basic Books. Bateson, G., Jackson, D. D., Haley, J. & Weakland, J. (1956). Toward a theory of schizophrenia. Behavioral Science, 1, 251–164. Bowen, M. (1972). Toward the differentiation of self in one’s family of origin. In Georgetown Family Symposia: A collection of selected papers (Vol.1, 1971–1972). Washington, DC: Georgetown University Family Center. Bowen, M. (1976). Family theory in the practice of psychotherapy. In P. Guerin (Ed.), Family therapy: Theory and practice (pp. 335–348). New York: Gardner Press. Bowen, M. (1978). Family therapy

Among academic scholars who study intelligence there is very little acceptance of Gardner’s theory due to a lack of empirical evidence for it. Even though Gardner first made his theory public in 1983, the first empirical study to test the theory was not published until twenty-three years later, and the results were not supportive (McGreal, 2013).

Thanks to his own thought experiments, his formal education, and his study of authors like Foppl, Einstein already had identified the set of issues that would occupy him for years to come: the relation between electricity and magnetism, the putative role of the ether, and conceptions of space and time, as formulated by a philosopher like Kant or a scientific thinker like Maxwell. Einstein later recalled: What made the greatest impression upon the student, however, was less the technical construction of mechanics or the solution of complicated problems than the achievements of mechanics in areas which apparently had nothing to do with mechanics: the mechanical theory of light, which conceived of light as the wave-motion of a quasi-rigid elastic ether and above all the kinetic theory of gases.

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.

Acknowledging the principles of individual differences, such as Howard Gardner's Multiple Intelligences theory and the recognition of diverse learning styles, allows transformative teaching to cater to the varied strengths and preferences of students, fostering a more inclusive and effective learning environment.

By recognizing and accommodating individual differences in learning styles and preferences, transformative teaching ensures that every student has the opportunity to engage with the material in a way that resonates with them, leading to deeper understanding and retention of knowledge.

By integrating principles of multiple intelligences theory, transformative teaching acknowledges and celebrates the diverse talents and strengths of students, fostering a culture of appreciation for individual differences and promoting holistic development.

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

The Marland definition of giftedness (page 499) broadened the view of giftedness from one based strictly on IQ to one encompassing six areas of outstanding or potentially outstanding performance. The passage of Public Law 94–142, the Education for All Handicapped Children Act, in 1975 led to an increased interest in and awareness of individual differences and exceptionalities. PL 94–142, however, was a missed opportunity for gifted children, as there was no national mandate to serve them. Mandates to provide services for children and youth who are gifted and talented are the result of state rather than federal legislation. The 1980s and 1990s: The Field Matures and Provides Focus for School Reform Building on Guilford’s multifaceted view of intelligence, Howard Gardner and Robert Sternberg advanced their own theories of multiple intelligences in the 1980s. Gardner (1983) originally identified seven intelligences—linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal (see Table 15.2). Describing these intelligences as relatively independent of one another, he later added naturalistic as an eighth intelligence (Gardner, 1993). Sternberg (1985) presented a triarchic view of “successful intelligence,” encompassing practical, creative, and executive intelligences. Using these models, the field of gifted education has expanded its understanding of intelligence while not abandoning IQ as a criterion for identifying intellectually gifted children. A Nation at Risk (National Commission on Excellence in Education, 1983) described the state of education in U.S. schools as abysmal. The report made a connection between the education of children who are gifted and our country’s future. This commission found that 50 percent of the school-age gifted population was not performing to full potential and that mathematics and science were in deplorable conditions in the schools. The message in this report percolated across the country and was responsible for a renewed interest in gifted education as well as in massive education reform that occurred nationally and state by state.

To begin with, the child of five, six, or seven is in many ways an extremely competent individual. Not only can she use skillfully a raft of symbolic forms, but she has evolved a galaxy of robust theories that prove quite serviceable for most purposes and can even be extended in generative fashion to provide cogent accounts of unfamiliar materials or processes. The child is also capable of intensive and extensive involvement in cognitive activities, ranging from experimenting with fluids in the bathtub to building complex block structures and mastering board games, card games, and sports. While some of these creations are derivative, at least a few of them may exhibit genuine creativity and originality. And quite frequently in at least one area, the young child has achieved the competence expected from much older children. Such precocity is particularly likely when youngsters have pursued a special passion, like dinosaurs, dolls, or guns, or when there is a strain of special talent in areas like mathematics, music, or chess or simply a flexibility, a willingness to try new things.

The entire counterculture scene of the sixties, with its weird mixture of kinky sex, pot, rock, zen, astrology, obscene language, and fusty anarchist theory, always struck me as a prime example of how quickly angry rebels turn into other-directed conformists of the most extreme sort. After telling everybody over thirty that each person has a right to do his or her own thing, millions of youngsters proceeded to do identical things. Boys let their hair grow to their shoulders. Little girls learned how to shock their grandmothers with four-letter words. Boys and girls alike bought the same records, worshiped the same rock stars. The radicals among them loudly proclaimed their devotion to “participatory democracy,” simultaneously praising Hanoi and plastering their rooms with photos of Fidel Castro and Che Guevara.

Type of Audience When one is dealing with an audience that is large and heterogeneous, one is dealing with the unschooled mind. Expertise cannot be assumed. Simple stories work the best. On the other hand, when one is dealing with individuals who share knowledge and expertise, one can assume a mind that is schooled and relatively homogeneous with respect to other minds in the group. Stories or theories related to such groups can be more sophisticated, and counterarguments can and should be addressed directly.