The figure of the American psychologist Howard Gardner (Scranton, United States, 1943) will always be linked to his theory of multiple intelligences.
This revision of the concept of intelligence that he proposed in the 90s inaugurated a broader vision of the cognitive potential of each human being. As criticized as it is revered, Howard Gardner continues to serve as a professor at the prestigious Harvard University
1. The purpose of education is to make people want to do what they should do
A critical phrase towards the educational system. Although it has different interpretations, it seems that Gardner points out here the influence that school has on the control of motivation in our societies.
2. Our limitations not only enable the first vital learning, but also allow occasional creative breaks
From the limitation the learning process is also built and advanced.
3. Each human being has a unique combination of intelligence. This is the fundamental educational challenge: stimulating each student in a personalized way
In this phrase he makes a clear allusion to his thesis on multiple intelligences. Each type of intelligence deserves special attention.
4. It is very important to evaluate intelligence, but standardized tests are not the solution
Intelligence tests can be used correctly, but they often have the disadvantage of stigmatizing and reducing potential.
5. The design of my ideal school of the future is based on two hypotheses: the first is that not everyone has the same interests and abilities; We don’t all learn the same way. The second hypothesis may hurt: it is that nowadays no one can learn everything there is to learn.
Another famous quote taken from one of his books.
6. A school centered on the individual would have to be rich in the evaluation of individual capacities and tendencies. I would try to associate individuals, not only with curricular areas, but also with particular ways of teaching those subjects.
Here he sets out several precepts for an educational system that is capable of exploiting the abilities and skills of students.
7. Intelligence, what we consider intelligent actions, changes throughout history. Intelligence is not a substance in the head like oil in an oil tank. It is a collection of potentialities that complete each other
On the need to put context to the concept of intelligence.
8. The emergence of new technologies forces us to educate children in a different way
An obvious one: the emergence of social networks, the latest generation mobile phones and other gadgets force us to rethink the way we educate our children.
9. In the future we will be able to individualize, personalize education as much as we want
This should be the goal, according to Howard Gardner.
10. Perhaps the amalgamation of youth and maturity is an identifiable characteristic of creative scientific genius
What is the personality of geniuses like? Gardner proposes an approach.
11. It would be convenient to have, in one volume, a synthesis of the work on the education of the structures of the mind that would be reliable
A reflection on the need to combine the knowledge of educational psychology in a single work.
12. In most nations on the planet, schools are organized in a uniform way. The same subjects are taught and assessed in very similar ways, to all students equally, because it seems fair to be able to treat all students as if they were equal.
If we want an education that results in an improvement in society, it is unfeasible for us to continue addressing the educational experience of each student without offering a guarantee that their needs, talents and expectations will have institutional and social support.
