Background
Gardner, Howard Earl was born on July 11, 1943 in Scranton, Pennsylvania, United States. Son of Ralph and Hilde (Weilheimer) Gardner.
( Leading American psychologist and educator Howard Gardn...)
Leading American psychologist and educator Howard Gardner has assembled his most important writings about education. Spanning over thirty years, this collection reveals the thinking, the concepts and the empirical research that have made Gardner one of the most respected and cited educational authorities of our time. Trained originally as a psychologist at Harvard University, Howard Gardner begins with personal sketches and tributes to his major teachers and mentors. He then presents the work for which he is best-known – the theory of multiple intelligences – including a summary of the original theory and accounts of how it has been updated over the years. Other seminal papers featured include: • education in the arts • the nature of understanding • powerful ways in which to assess learning • broad statements about the educational enterprise • how education is likely to evolve in the globalised world of the twenty-first century.  Â
http://www.amazon.com/gp/product/041536728X/?tag=2022091-20
( Fifteen years ago, psychologist and educator Howard Gar...)
Fifteen years ago, psychologist and educator Howard Gardner introduced the idea of multiple intelligences, challenging the presumption that intelligence consists of verbal or analytic abilities only—those intelligences that schools tend to measure. He argued for a broader understanding of the intelligent mind, one that embraces creation in the arts and music, spatial reasoning, and the ability to understand ourselves and others.Today, Gardner’s ideas have become widely accepted—indeed, they have changed how we think about intelligence, genius, creativity, and even leadership, and he is widely regarded as one of the most important voices writing on these subjects.Now, in Extraordinary Minds, a book as riveting as it is new, Gardner poses an important question: Is there a set of traits shared by all truly great achievers—those we deem extraordinary—no matter their field or the time period within which they did their important work?In an attempt to answer this question, Gardner first examines how most of us mature into more or less competent adults. He then examines closely four persons who lived unquestionably extraordinary lives—Mozart, Freud, Woolf, and Gandhi—using each as an exemplar of a different kind of extraordinariness: Mozart as the master of a discipline, Freud as the innovative founder of a new discipline, Woolf as the great introspector, and Gandhi as the influencer.What can we learn about ourselves from the experiences of the extraordinary? Interestingly, Gardner finds that an excess of raw power is not the most impressive characteristic shared by superachievers; rather, these extraordinary individuals all have had a special talent for identifying their own strengths and weaknesses, for accurately analyzing the events of their own lives, and for converting into future successes those inevitable setbacks that mark every life.Gardner provides answers to a number of provocative questions, among them: How do we explain extraordinary times—Athens in the fifth century B.C., the T’ang Dynasty in the eighth century, Islamic Society in the late Middle Ages, and New York at the middle of the century? What is the relation among genius, creativity, fame, success, and moral extraordinariness? Does extraordinariness make for a happier, more fulfilling life, or does it simply create a special onus?
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(La teorÃa de las inteligencias múltiples afirma que la in...)
La teorÃa de las inteligencias múltiples afirma que la inteligencia no es un elemento único, sino que presenta diferentes aspectos relacionados con la globalidad de la mente. En este nuevo libro, Gardner desarrolla dos nuevas facetas del fenómeno en cuestión --la inteligencia existencial y la inteligencia naturalista- y sostiene que el concepto de inteligencia aún se deberÃa ampliar mucho más, aunque sin llegar al extremo de incluir todas las facultades humanas y sin favorecer ningún sistema de valores concreto. También nos ofrece consejos prácticos sobre la aplicación educativa de la teorÃa en escuelas y museos y, en un animado diálogo, responde a las principales crÃticas que ha recibido la teorÃa en todos estos años. Igualmente, nos expone sus provocadoras ideas sobre las múltiples formas de la creatividad, el liderazgo y la excelencia moral, y especula sobre el futuro de la relación entre las inteligencias múltiples y el mundo del trabajo.
http://www.amazon.com/gp/product/8449310296/?tag=2022091-20
( What does it mean to carry out "good work"? What strate...)
What does it mean to carry out "good work"? What strategies allow people to maintain moral and ethical standards at a time when market forces wield unprecedented power and work life is being radically altered by technological innovation? These are the questions at the heart of this important collaboration by three leaders in psychology. Enlivened with stories of real people facing hard decisions, Good Work offers powerful insight into one of the most important issues of our time and, indeed, into the future course of science, technology, and communication.
http://www.amazon.com/gp/product/0465026087/?tag=2022091-20
( In a provocative discussion of the sources of human cre...)
In a provocative discussion of the sources of human creativity, Gardner explores all aspects of the subject, from the young child's ability to learn a new song through Mozart's conceiving a complete symphony.
http://www.amazon.com/gp/product/0465004458/?tag=2022091-20
( Howard Gardner's brilliant conception of individual com...)
Howard Gardner's brilliant conception of individual competence has changed the face of education in the twenty-three years since the publication of his classic work, Frames of Mind. Since then thousands of educators, parents, and researchers have explored the practical implications and applications of Multiple Intelligences theory--the powerfulnotion that there are separate human capacities, ranging from musical intelligence to the intelligence involved in self-understanding. The first decade of research on MI theory and practice was reported in the 1993 edition of Multiple Intelligences. This new edition covers all developments since then and stands as the most thorough and up-to-date account of MI available anywhere. Completely revised throughout, it features new material on global applications and on MI in the workplace, an assessment of MI practice in the current conservative educational climate, new evidence about brain functioning, and much more.
http://www.amazon.com/gp/product/0465047688/?tag=2022091-20
( Merging cognitive science with educational agenda, Gard...)
Merging cognitive science with educational agenda, Gardner makes an eloquent case for restructuring our schools by showing just how ill-suited our minds and natural patterns of learning are to the prevailing modes of education. This reissue includes a new introduction by the author.
http://www.amazon.com/gp/product/0465024386/?tag=2022091-20
(This book is written by Howard Gardnera world-famous peda...)
This book is written by Howard Gardnera world-famous pedagogical psychologist, Harvard pedagogy and psychology professor who is Hailed as father of multiple intelligences. The Chinese version is translated by his student Zhang Kaibing, a Master of Education of Harvard, director-general of Chinese Multiple Intelligences Education Association, and director of the magazine Multiple Intelligences Science. The book tells readers the true meaning of multiple intelligences.
http://www.amazon.com/gp/product/7507730271/?tag=2022091-20
(In a provocative discussion of the sources of human creat...)
In a provocative discussion of the sources of human creativity, Gardner explores all aspects of the subject, from the young childs ability to learn a new song through Mozarts conceiving a complete symphony.
http://www.amazon.com/gp/product/B00FKYMW7U/?tag=2022091-20
(Esta obra es el fruto del sostenido interés del autor por...)
Esta obra es el fruto del sostenido interés del autor por los procesos de la creatividad humana, en particular tal como se manifiestan en las artes. Howard Gardner destaca la importancia de explorar el dominio artÃstico en relación con el lenguaje, y por ello estudia los componentes de la producción y el dominio artÃsticos desde numerosos puntos de vista: el del niño normal, el niño dotado, el niño con sÃntomas patológicos, el adulto normal, el adulto con lesión cerebral, el individuo procedente de un contexto cultural distinto y el del artista en la cima de su creatividad. A partir de autores como Cassirer y Langer, Goodman y Chomsky, el resultado es una reacción contra el excesivo énfasis que los psicólogos contemporáneos ponen en el aspecto cognitivo, descuidando la personalidad, las emociones y el contexto cultural en el que necesariamente se desenvuelven los procesos mentales.
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(In the heyday of the psychometric and behaviorist eras, i...)
In the heyday of the psychometric and behaviorist eras, it was generally believed that intelligence was a single entity that was inherited; and that human beings - initially a blank slate - could be trained to learn anything, provided that it was presented in an appropriate way. Nowadays an increasing number of researchers believe precisely the opposite; that there exists a multitude of intelligences, quite independent of each other; that each intelligence has its own strengths and constraints; that the mind is far from unencumbered at birth; and that it is unexpectedly difficult to teach things that go against early 'naive' theories of that challenge the natural lines of force within an intelligence and its matching domains.
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(In The Disciplined Mind, Howard Gardner argues that K-12 ...)
In The Disciplined Mind, Howard Gardner argues that K-12 education should strive for a deep understanding of three classical principles: truth, beauty, and goodness. Such an understanding requires mastery of the major disciplines that human beings have created over the centuries. As powerful examples of his approach, Gardner describes an education that illuminates the theory of evolution, the music of Mozart, and the lessons of the Holocaust. Far from the standardized test mentality that has gripped both policy makers and the public, Gardner envisions an education that preserves the strengths of a traditional humane education while preparing younger generations for the challenges of the future.
http://www.amazon.com/gp/product/0140296247/?tag=2022091-20
( Think about the last time you tried to change someone’s...)
Think about the last time you tried to change someone’s mind about something important: a voter’s political beliefs; a customer’s favorite brand; a spouse’s decorating taste. Chances are you weren’t successful in shifting that person’s beliefs in any way. In his book, Changing Minds, Harvard psychologist Howard Gardner explains what happens during the course of changing a mind – and offers ways to influence that process. Remember that we don’t change our minds overnight, it happens in gradual stages that can be powerfully influenced along the way. This book provides insights that can broaden our horizons and shape our lives.
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(El teórico de las inteligencias múltiples va más allá y e...)
El teórico de las inteligencias múltiples va más allá y explora el espacio de las diferentes capacidades cognitivas. Vivimos en una época de cambios descomunales caracterizados por la aceleración de la globalización, la acumulación de cantidades ingentes de información y la creciente hegemonÃa de la ciencia y la tecnologÃa. Estos cambios requieren nuevas formas de aprendizaje y de pensamiento tanto en el ámbito académico como en el mundo de la economÃa y en el profesional. En Las cinco mentes del futuro, el destacado psicólogo Howard Gardner define las cinco capacidades cognitivas que en los años venideros van a ser las más solicitadas: la mente disciplinar, la mente sintetizante, la mente creativa, la mente respetuosa y la mente ética.
http://www.amazon.com/gp/product/8449321344/?tag=2022091-20
(How would a musical genius like Mozart have performed on ...)
How would a musical genius like Mozart have performed on the SAT or GRE? Well enough to go to an Ivy League? Difficult to say, of course, but thank goodness Howard Gardner thought to ask the question: Can every sort of intelligence be measured with the tools we've been using for the past century and more? In his 1983 book, Frames of Mind, Gardner laid out the foundation for the theory of multiple intelligences (MI). In Intelligence Reframed, a revisitation and elaboration of MI theory, he details the modern history of intelligence and the development of MI, responds to the myths about multiple intelligences, and handles FAQs about the theory and its application. He also restates his ideal educational plan, which would emphasize deep understanding of iconic subjects following from a variety of instructional approaches. (His book The Disciplined Mind discusses this plan in more detail.) Most excitingly, Gardner discusses the possibility for three more intelligences. Of these, he endorses only one, the naturalist intelligence--a person's ability to identify plants and animals in the surrounding environment. He writes, "My recognition that such individuals could not readily be classified in terms of the seven antecedent intelligences led me to consider this additional form of intelligence and to construe the scope of the naturalist's abilities more broadly." An absorbing read from cover to cover, Intelligence Reframed should be studied and discussed by teachers, administrators, policy makers, and all those eager to serve children and prepare them to lead fulfilling lives. --Brian J. Williamson --This text refers to an out of print or unavailable edition of this title.
http://www.amazon.com/gp/product/B0036HKJLE/?tag=2022091-20
( First published in 1983 and now available with a new in...)
First published in 1983 and now available with a new introduction by the author, Gardner's trailblazing book revolutionized the worlds of education and psychology by positing that rather than a single type of intelligence, we have several--most of which are neglected by standard testing and educational methods.
http://www.amazon.com/gp/product/0465024335/?tag=2022091-20
( Since it was first published in 1993, Creating Minds ha...)
Since it was first published in 1993, Creating Minds has served as a peerless guide to the creative self. Now available as a paperback reissue with a new introduction by the author, the book uses portraits of seven extraordinary individuals to reveal the patterns that drive the creative process—and to demonstrate how circumstance also plays an indispensable role in creative success.
http://www.amazon.com/gp/product/0465027741/?tag=2022091-20
( In Leading Minds, Gardner and his research associate at...)
In Leading Minds, Gardner and his research associate at Harvard Project Zero, Emma Laskin, apply a cognitive lens to leadership, drawing on Gardner's groundbreaking work on intelligence and creativity to offer fascinating revelations about the minds of leaders and those who follow them. This reissue includes a new introduction by the author.
http://www.amazon.com/gp/product/0465027733/?tag=2022091-20
( We live in a time of relentless change. The only thing ...)
We live in a time of relentless change. The only thing that?s certain is that new challenges and opportunities will emerge that are virtually unimaginable today. How can we know which skills will be required to succeed? In Five Minds for the Future, bestselling author Howard Gardner shows how we will each need to master "five minds" that the fast-paced future will demand: · The disciplined mind, to learn at least one profession, as well as the major thinking (science, math, history, etc.) behind it · The synthesizing mind, to organize the massive amounts of information and communicate effectively to others · The creating mind, to revel in unasked questions - and uncover new phenomena and insightful apt answers · The respectful mind, to appreciate the differences between human beings - and understand and work with all persons · The ethical mind, to fulfill one's responsibilities as both a worker and a citizen Without these "minds," we risk being overwhelmed by information, unable to succeed in the workplace, and incapable of the judgment needed to thrive both personally and professionally. Complete with a substantial new introduction, Five Minds for the Future provides valuable tools for those looking ahead to the next generation of leaders - and for all of us striving to excel in a complex world. Howard Gardner—cited by Foreign Policy magazine as one of the one hundred most influential public intellectuals in the world, and a MacArthur Fellowship recipient—is the Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education.
http://www.amazon.com/gp/product/1422145352/?tag=2022091-20
Gardner, Howard Earl was born on July 11, 1943 in Scranton, Pennsylvania, United States. Son of Ralph and Hilde (Weilheimer) Gardner.
AB summa cum laude, Harvard University, Cambridge, Massachusetts, 1965. Doctor of Philosophy, Harvard University, Cambridge, Massachusetts, 1971. Degree (honorary), Wheaton College, Massachusetts, 2002.
Degree (honorary), Curry College, Milton, Massachusetts, 1992. Degree (honorary), New England Conservatory Music, 1993. Degree (honorary), Indiana University, 1995.
Degree (honorary), Moravian College, 1996. Degree (honorary), Cleveland Institute Music, 1996. Degree (honorary), Salem State College, 1996.
Degree (honorary), Long Island University, 1997. Degree (honorary), Macalester College, St. Paul, Minnesota, 1997. Degree (honorary), Tel-Aviv University, 1998.
Degree (honorary), Princeton University, New Jersey, 1998. Degree (honorary), Pennsylvania State University, State College, 1998. Degree (honorary), Ithaca College, New York City, 1999.
Degree (honorary), Connecticut College, New London, 1999. Degree (honorary), McGill University, Montreal, Quebec, Canada, 1999. Degree (honorary), University Hartford, Connecticut, 2000.
Degree (honorary), Massachusetts School Professional Psychology, 2000. Degree (honorary), National University Ireland, 2001. Degree (honorary), University Toronto, 2001.
Degree (honorary), University Urbino, Italy, 2003. Degree (honorary), East China Normal University, 2004. Degree (honorary), University Valparaiso, Chile, 2006.
Degree (honorary), Hanyang University, Republic of Korea, 2007. Degree (honorary), Wheelock College, 2009. Degree (honorary), University Aegean, 2009.
Degree (honorary), National University Athens, 2009. Degree (honorary), University Rhodes, Greece, 2009. Degree (honorary), University Athens, Greece, 2009.
Degree (honorary), University Sofia, Bulgaria, 2009.
Lecturer education Harvard University, Cambridge, Massachusetts, 1971-1986, co-director Project Zero, 1972-2000, professor education, 1986-1998—, affiliated professor psychology, since 1987, Hobbs professor cognition and education, since 1998. Professor neurology Boston University School Medicine, 1984-1987, adjunct professor neurology, 1987-1905. Research psychologist Boston Veterans Administration Medical Center, 1978-1993.
Honorary professor East China Normal University, 2004.
(How would a musical genius like Mozart have performed on ...)
( In this unique attempt to address the dilemma in contem...)
( In this unique attempt to address the dilemma in contem...)
( What does it mean to carry out "good work"? What strate...)
( First published in 1983 and now available with a new in...)
(Este libro es una propuesta moderna y arriesgada que pret...)
( In Leading Minds, Gardner and his research associate at...)
(In the heyday of the psychometric and behaviorist eras, i...)
( Fifteen years ago, psychologist and educator Howard Gar...)
( Merging cognitive science with educational agenda, Gard...)
( In a provocative discussion of the sources of human cre...)
(In a provocative discussion of the sources of human creat...)
( Howard Gardner's brilliant conception of individual com...)
(La teorÃa de las inteligencias múltiples afirma que la in...)
( Think about the last time you tried to change someone’s...)
(This book is written by Howard Gardnera world-famous peda...)
(In The Disciplined Mind, Howard Gardner argues that K-12 ...)
(Esta obra es el fruto del sostenido interés del autor por...)
( Leading American psychologist and educator Howard Gardn...)
(El teórico de las inteligencias múltiples va más allá y e...)
(a moving account of what happens to a person whose brain ...)
( Since it was first published in 1993, Creating Minds ha...)
( Howard Gardner's brilliant conception of individual com...)
(Five Minds for the Future PaperbackHoward Gardner (Author))
(Multiple Intelligences - Social Intelligence.)
(Liberalism and Its Challengers: From F.D.R. to Bush)
(Intelligence ReframedGardner, Howard E.)
( We live in a time of relentless change. The only thing ...)
(Edicion en español)
(Gently used. 100% Money back guarantee. Ships within 24hr...)
(Reprint)
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Board member Amherst College, since 2009. Board director Mus Modern Art, since 2005, Spencer Foundation, since 2001. Fellow American Association for the Advancement of Science, American Education Research Association.
Member American Academy Arts and Sciences, American Philosophical Society, Royal Society Arts (England), Phi Beta Kappa.
Married Ellen Winner. Children: Kerith, Jay, Andrew, Benjamin.