During his long and distinguished career as scholar and teacher, Howard Gardner has made vast contributions to our understanding of learning and how to create environments that support growth in all learners across their lifespans. In this compelling collection of his writings, Gardner lays out his principal ideas about education.

Contents Acknowledgments  xiii Introduction  xv Influences 1.  Jerome S. Bruner as Educator  5 References  10 2.  Harvard Project Zero: A Personal History  11 Events Surrounding the Beginning of Project Zero  11 Project Zero at Its Inception  14 Leadership Transition  16 Comments  18 The Move to Educational Reform  18 A Fateful Car Ride  19 The 1990s: Going National and International  20 Comment  21 Beyond 2000—New Governance, New Opportunities, New Challenges  22 Final Thoughts—The “Symptoms” of Project Zero  22 References  23 3.  The Hundred Languages of Successful Educational Reform  24 China: The Key in the Key Slot 4.  The Key in the Key Slot: Creativity in a Chinese Key  31 I. A Recurring Incident  31 II. Childrearing in China: General Comments  32 III. Life as Performance  33 IV. The Arts as Beautiful and Good  35 V: The Importance of Hierarchy  37 VI. Shaping and Molding From Birth On  38 VII. Basic Skills Before Creativity  40 Toward a Productive Synthesis  41 Acknowledgments  43 Educational Philosophy Progressivism—The True, the Beautiful, and the Good  45 5.  The Age of Innocence Reconsidered: Preserving the Best of the Progressive Traditions in Psychology and Education  47 Co-authored by Bruce Torff and Thomas Hatch A Canonical View in Psychology and Education at Midcentury  47 New Insights  49 The Symbol Systems Approach  52 The View From Education  55 Closing the Loop: Innocence Recaptured  60 References  61 6.  Educating for the True, the Beautiful, and the Good  62 Truth  63 Beauty  63 Goodness  64 Threats  66 Villains and Heroes  66 Going Forward  67 Reference  67 7.  The Tensions Between Education and Development  68 I. Memories of Larry Kohlberg  68 II. The Relation Between Development and Education  69 III. Parameters of the Problem  71 IV. Three Principal Ways of Representing Knowledge  72 V. The Disjunctions Among Ways of Knowing  74 VI. Possible Bridges Among Disparate Ways of Knowing  77 VII. Closing Thoughts  78 Acknowledgments  79 References  79 Introducing Multiple Intelligences: Claims, Critiques, and Educational Implications Overview of MI Theory  83 References  84 8.  Beyond IQ: Developing the Spectrum of Human Intelligences  85 References  92 9.  Reflections on MI Myths and Messages  93 I. Breaking a Decade of Silence  94 II. Myths of Multiple Intelligences  94 III. Messages About MI in the Classroom  98 Reference  102 10.  “Multiple Intelligences” Are Not “Learning Styles”  103 11.  The Crystallizing Experience: Discovering an Intellectual Gift  106 Joseph Walters and Howard Gardner The Biographies  110 The Interviews  116 Crystallizing Experiences  116 The Issue of Talent  118 In Conclusion  121 References  122 Educational Experiments in the Spirit of Multiple Intelligences 12.  MI Around the World  125 The MI Meme  125 The Nature of the Soil  127 Why MI Takes Hold in Certain Soils  128 The Policy Level  129 Concluding Note: The Personal and the Political  130 Identification and Nurturing of Intelligences in Early Life Student Projects in the Pods at the Key School  131 The Artistic Intelligences: Can They Be Mastered and Measured in Adolescence?  132 References  133 13.  The Spectrum Approach to Assessment: Nurturing Intelligences in Early Childhood  135 Co-authored With Mara Krechevsky The Spectrum Approach to Assessment  136 Implementation of the Spectrum Approach  137 Initial Results  139 Working Styles  140 A Comparison of Views: Parents, Teachers, and Spectrum  142 A Comparison of Spectrum Results With the Stanford-Binet Intelligence Scale  143 14.  Projects During the Elementary Years  149 An MI School  149 Project Assessment  151 Project Scaffolding  154 References  156 15.  Arts PROPEL  157 Disciplined Inquiry in High School: An Introduction to Arts PROPEL  157 Building on the Theory of Multiple Intelligences  157 Alternative Accents in Arts Education  158 Disciplined Inquiry in High School: An Introduction to Arts PROPEL  159 The Project Zero Approach to Art Education  159 Arts PROPEL  162 Two Educational Vehicles  163 Curriculum, Pedagogy, and Assessment Acknowledgment  175 References  175 16.  The Unschooled Mind: Why Even the Best Students in the Best Schools May Not Understand  177 Reference  191 17.  Understanding Through the Disciplines  192 Three Puzzles  192 Vantage Points: From Puzzles to Concepts  195 The Patterns of the Scientist . . . and the Mathematician  199 The Beauty of the Artist  201 The Accounts of the Historian  203 In the Shopping Mall of the Disciplines  205 Reference  209 18.  Teaching for Understanding Within and Across the Disciplines  210 Howard Gardner and Veronica Boix-Mansilla Understanding Within the Disciplines  211 From Common Sense to Interdisciplinary Study  212 Disciplinary Powers and Limitations  214 Assessment Within and Across the Disciplines  215 From Disciplinary to Personal Knowledge  215 19.  Assessment in Context: The Alternative to Standardized Testing  217 Binet, the Testing Society, and the “Uniform” View of Schooling  218 Sources for an Alternative Approach to Assessment  220 The Need for a Developmental Perspective  221 The Emergence of a Symbol-System Perspective  221 Emergence of a Multiple Intelligences Perspective  222 A Search for Human Creative Capacities  223 The Desirability of Assessing Learning in Context  224 Locating Competence and Skill Outside the Head of the Individual  225 General Features of a New Approach to Assessment  226 Toward the Assessing Society  230 References  234 Higher Education 20.  If We Were Designing a New College . . .  237 Wendy Fischman and Howard Gardner 1. Why College?  238 2. Less Is More  238 3. More Alike Than Different  239 Final Thoughts  239 Reference  240 21.  Why We Should Require All Students to Take Two Philosophy Courses  241 Contemporary Challenges and Opportunities 22.  Education in the Era of the Apps  247 With Katie Davis Apps for a Better World  254 References  256 23.  The Five Minds for the Future  257 Cultivating New Ways of Thinking to Achieve Important Societal Goals  257 The Disciplined Mind  257 The Synthesizing Mind  258 The Creating Mind  259 The Respectful Mind  260 The Ethical Mind  261 Tension Exists  262 Wake-Up Calls  262 Role-Modeling  263 24.  Synthesis 1.0: A Few Essential Tips  264 25.  Changing Minds  267 80/20 and Seven R’s  267 References  274 26.  On Educating for the Three Virtues: A Hegelian Approach  275 Toward a Synthesis  279 The Beauty of Truth-Seeking  279 The Conception of the Good  280 From Synthesis to Action  281 Lingering Questions  282 Concluding Note  285 References  285 27.  The Myths in “Neuromyths”  287 References  289 28.  Becoming a Good Person, a Good Worker, a Good Citizen in a Democratic Society  290 The Challenge  290 Framework  291 The Lenses of Psychology  292 A Recommended Course of Action  295 Reference  298 29.  To an Aspiring Researcher: Twelve Pieces of Advice  299 A Thought Experiment  299 Acknowledgments  306 Original Publication List  307 Reference List  307 Index  311 Permissions  319 About the Author  320

“A fascinating look at educational issues by one of our nation’s finest and most creative academics. This is vintage Howard!” —David C. Berliner, Regents Professor Emeritus, Mary Lou Fulton Teachers College, Arizona State University