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Howard Gardner Timeline

BIRTH/DEATH DATES

July 11, 1943 (age 71)

 

PROFESSIONAL TIMELINE

  • he was a piano teacher from 1958 to 1969

  • elementary school teacher in Newton, MA (1969)

  • research associate at Boston Veterans Administration Medical Center (1972-1974)

  • research associate in neurology at Boston University School of Medicine (1972-1975)

  • lecturer in education at Harvard Graduate School of Education (1974-1986)

  • associate professor of neurology at Boston University School of Medicine (1979-1984)

  • professor of neurology at Boston University School of Medicine (1984-1987)

  • research affiliate at Massachusetts Institute of Technology (1982-1986)

  • research psychologist at Boston Veterans Administration Medical Center (1978-1991)

  • consulting psychologist at Boston Veterans Administration Medical Center (1991-1993)

  • professor of education at Harvard Graduate School of Education (1986-1998)

  • chair at the Project Zero Steering Committee (1995-present)

    • co-director, Project Zero (1972-2000); senior director (2000-present)

  • John H. and Elisabeth A. Hobbs Professor of Cognition and Education at Harvard Graduate School of Education (1998-present)

  • numerous awards, including:

    • MacArthur Prize Fellowship (1981)

    • National Psychology Award for Excellence in the Media of the American Psychological Association (APA) (1984)

    • William James Award, APA (1987)

    • Educational Press of America, Distinguished Achievement Award (1989)

    • Guggenheim Fellowship (2000)

    • approximately 15 honorary doctorates

 

WRITTEN WORKS

  • (1991). The Unschooled Mind: How Children Think and How Schools Should Teach.

  • (1993). Multiple intelligences: The theory in practice.

  • (1983/2003). Frames of mind. The theory of multiple intelligences.

  • (1999). Intelligence reframed. Multiple intelligences for the 21st century.

(2000). The Disciplined Mind: Beyond Facts And Standardized Tests, The K-12 Education That Every Child Deserves.

J.G.

     Key terms/Concepts

S.P.

  • Theory of multiple intelligences-Howard Gardner's theory of eight intelligences used to solve problems or solve culturally significant products. His theory says we are individuals who differ in strength of intelligences which we use to perform and accomplish different tasks.

  • Visual-Spatial-Suggests someone who thinks in terms of physical space and is very aware of their environment. Taught through drawings, verbal and visual imagery

  • Bodily-Kinesthetic-Suggests someone who thinks in terms using the body effectively, like a dancer or a surgeon. Keen sense of body awareness. Taught through physical activity, hands-on learning, acting out, role playing.

  • Musical- Suggests someone who thinks in terms of rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time.

  • Interpersonal- Suggests someone who thinks in terms of understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues.

  • Intrapersonal-Suggests someone who thinks in terms of understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection.

  • Linguistic-suggests someone who thinks in terms of using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together.

  • Logistical-Mathematical-suggests someone who thinks in terms of reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries.

  • Naturalist-Deals with the recognition, appreciation, and understanding of the flora and fauna of the natural world;displayed by those who are talented at observing, understanding, and organizing patterns, especially those found in nature

Nature vs. Nurture Stance

S.P

                        Howard Gardner a famous

                     psychologist had a complex

                  theory that focused on narrowing

            down intelligence into eight specific intelligences. The intelligences were all different as the first two valued in schools, the next three involving the arts, and the final three were known as ‘personal intelligences’. Howard Gardener would be apart of the nurture stance as the environment affect who we are and who we become. He says “environmental influences on the intelligence of an individual, and each branch of intelligence can be changed by environmental effects”. Gardener believes we can inherit intelligence in our genetics to a certain degree, however traits can be altered by how we work to develop and improve them.

 

School of Thought

Perspective

The school of thought/ perspective that Howard Gardner belongs to is congnitive psychology. This school of thought studies how we think, remember, learn; our mental processes and intelligence.  Howard Gardner's career rests on this school of thought, and he made fundamental breakthroughs in this section of psychology; an example is the theory of multiple intelligences. 

A.M.
S.R.

Unit Most Likely to Cover

Psychologist

Howard Gardner’s findings could fall under a few chapters. His main contribution to psychology was his theory of multiple intelligences. This theory simply states that people have several different methods of processing information and that these methods are independent of one another. Thus, different people are smart in their own ways. Gardner identified eight intelligences: linguistic, logic-mathematical, musical, spatial, bodily/kinesthetic, interpersonal, intrapersonal, and naturalistic. In addition, he also considered the possibility of two additional intelligences, the existential and pedagogical intelligences. This theory could fall under Chapter 6 (Learning), Chapter 7 (Human Memory), and Chapter 12 (Personality: Theory, Research, and Assessment). This is because Gardner’s theory of multiple intelligences involve how different people learn best. It also states that certain people memorize different things best in different ways. For example, linguistic people would find english easier to learn than other subjects, and they would memorize things linguistically. The theory could also fall under Chapter 12 because it involves people’s personalities. Each of the intelligences identified by Gardner could be separate personalities. For example, bodily/kinesthetic people would most likely have sporty personalities.

S.R.

Experimentation 

Contributions

Research

A.M.

Experimentation

  • Conducted studies on normal, gifted children, and brain-damaged adults to help develop the multiple intelligence theory

  • Conducted studies on style sensitivity in children

 

Contribution

  • Developed the theory of Multiple Intelligences

    • This is the theory that states that intelligence is not identified by one general ability, but rather 8 discrete intelligences. They are: visual/spatial, bodily/hands-on, musical, interpersonal, intrapersonal, linguistic, naturalistic, and logical/ mathematical. People learn different ways so Howard disagrees with all students learning the same materials the same way. 

    • appealed to educators to help increase student's ability to comprehend material

  • Wrote "Frames of the Mind" and many other books which helped scientists make a huge breakthrough in education

  • Provided evidence and succesfully weakened Piaget's idea of congnitive development

    • A child can be in different stages of mental development in one intelligence than in another (ex: better in linguistics than musical at that time)

    • one developmental stage does not represent the whole 

 

Research

  • Worked with Jerome Bruner on the MACOS Project (Man: A Course of Study)

  • Researched Piaget's and Levistrausses's work in detail to challege their work

  • Researched different types of children and how they tend to learn (this helped him form his theory of multipple intelligences)

  • A member ib Project Zero, a research project on human cognition

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