Howard Gardner Discusses Multiple Intelligences - Blackboard BbWorld 2016 HD

00:50:54
https://www.youtube.com/watch?v=8N2pnYne0ZA

Resumen

TLDRHoward Gardner præsenterer sin teori om multipel intelligens, hvor han differentierer mellem én enkelt intelligens og en række intelligenser, hver med deres unikke betydninger og anvendelser. Med fokus på otte primære intelligenser opfordrer Gardner til tilpasset undervisning, der anerkender den individuelle intelligensprofil for hver elev. Teorien bygger på kulturelle forskelle i opfattelsen af intelligens, samt hvordan arbejdsmetoder i forskellige kulturer påvirker opfattelsen af potentiale. Gardner argumenterer for, at intelligens ikke alene definerer en persons evner, men at det er vigtigt, hvordan denne intelligens bruges i samfundet. Afslutningsvis opfordrer han til at fremme 'godt arbejde', der kombinerer teknisk dygtighed, engagement og etik, som er nødvendige elementer i uddannelsen.

Para llevar

  • 📚 Teori om multipel intelligens adskiller sig fra den traditionelle opfattelse af intelligens.
  • 🌍 Kulturelle forskelle påvirker opfattelsen af intelligens.
  • 👥 Individuel læring er nøglen til effektiv uddannelse.
  • 🔍 Vurdering af intelligens bør baseres på observation i rige læringsmiljøer.
  • 🎭 Indtræden i undervisning kan engagere forskellige intelligenser.
  • 🔑 Udvikling af flere intelligenser fremmer alsidige færdigheder.
  • ⚖️ Moral er vigtigt i anvendelsen af intelligens.
  • 🤝 Godt arbejde kræver teknisk dygtighed, engagement og etik.
  • 🧩 Intelligens er ikke statisk, men kan udvikles gennem livserfaring.
  • 📖 Flere ressourcer tilgængelige for yderligere læring.

Cronología

  • 00:00:00 - 00:05:00

    Howard Gardner introducerer sig selv og emnet for foredraget, teorien om multiple intelligenser. Han præsenterer en plan for timen, der inkluderer vigtige punkter og anvendelse af MI-teorien i undervisning.

  • 00:05:00 - 00:10:00

    Gardner diskuterer forskellen mellem intelligens og intelligenser, og hvordan traditionel IQ-testning kun fokuserer på en enkelt intelligens kaldet 'G', som er meget arvelig.

  • 00:10:00 - 00:15:00

    Han fremhæver, hvordan forskellige kulturer, især i Østasien, lægger vægt på hårdt arbejde fremfor medfødt intelligens. Gardner argumenterer for, at den østens synergi er sundere end vestens determinisme.

  • 00:15:00 - 00:20:00

    Gardner introducerer sin teori om multiple intelligenser, baseret på beviser fra evolution, hjerneforskning og undtagelsestilfælde. Han nævner, at man kan være stærk i nogle intelligenser og svag i andre.

  • 00:20:00 - 00:25:00

    Han præsenterer de otte intelligenser: sproglig, logisk-matematisk, musikalsk, spatial, kropslig-kinæstetisk, interpersonel, intrapersonel og naturalistisk intelligens. Hver intelligens beskrives med eksempler.

  • 00:25:00 - 00:30:00

    Gardner introducerer idéen om, at intelligens ikke er én enkelt computer, men snarere en samling af 'computere', der opererer uafhængigt med forskellige styrker.

  • 00:30:00 - 00:35:00

    Han diskuterer, hvordan skole skal individualiseres og pluraliseres, så eleverne kan lære og vise deres intelligens gennem varierende metoder og tilgange.

  • 00:35:00 - 00:40:00

    Gardner skelner mellem uddannelsesmæssige mål og hvordan MI-teorien kan anvendes til at opnå disse mål sikre, at undervisning ikke udelukkende er baseret på sproglig og logisk intelligens.

  • 00:40:00 - 00:45:00

    Der gives eksempler på indlæringsmåder, der involverer narrativ, kvantitet, logik, eksistentielle spørgsmål og kunst i undersøgelsen af vigtige emner som evolution og Holocaust.

  • 00:45:00 - 00:50:54

    Til sidst diskuterer han, hvordan man bør vurdere intelligenser ved at observere elever i rige omgivelser, snarere end ved at bruge traditionelle papirtests, og hvordan hjernen kan reorganisere sig selv efter skade.

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Mapa mental

Vídeo de preguntas y respuestas

  • Hvad er teorien om multipel intelligens?

    Teorien om multipel intelligens foreslår, at der er flere forskellige former for intelligens, der er uafhængige af hinanden, snarere end blot en enkelt intelligens.

  • Hvor mange intelligenser identificerer Gardner?

    Gardner identificerer otte primære intelligenser: linguistisk, logisk-matematisk, musisk, spatial, kropslig-kinetisk, interpersonel, intrapersonel og naturistisk.

  • Hvordan adskiller østlige og vestlige syn på intelligens sig?

    I vesten betragtes intelligens ofte som medfødt (G for generel intelligens), mens i østlige kulturer som Kina og Japan lægges der større vægt på flid og arbejde som faktorer for intelligens.

  • Hvad er 'godt arbejde'?

    'Godt arbejde' refererer til at udføre arbejde på en måde, der er teknisk dygtig, engagerende og etisk.

  • Hvordan bør intelligens vurderes ifølge Gardner?

    Gardner foreslår, at intelligens bør vurderes gennem observation i rige læringsmiljøer snarere end traditionelle papir- og blyants tests.

  • Hvad er betydningen af indtræden i undervisning?

    Indtræden refererer til måder at introducere et emne på, der appellerer til forskellige intelligenser og gør det muligt for eleverne at engagere sig forskelligt.

  • Hvordan kan multipel intelligens hjælpe i undervisningen?

    Forståelse af multipel intelligens kan hjælpe lærere med at differenciere undervisningen og tilpasse læringsmetoder til forskellige elever.

  • Hvorfor er det vigtigt at udvikle flere intelligenser?

    At udvikle flere intelligenser hjælper med at fremme alsidige færdigheder og evner, der kan anvendes til forskellige formål i livet.

  • Hvad siger Gardner om moral og intelligens?

    Gardner understreger, at intelligens i sig selv er amoral; det er, hvordan vi bruger vores intelligenser, der bestemmer deres moralske værdi.

  • Hvor kan man finde mere information om Gardners arbejde?

    Man kan finde flere oplysninger på Gardners hjemmeside, multipleintelligences.com og goodproject.org.

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Subtítulos
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Desplazamiento automático:
  • 00:00:01
    greetings I'm Howard Gardner I'm
  • 00:00:04
    speaking to you from the Harvard
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    Graduate School of Education in
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    Cambridge Massachusetts it's the
  • 00:00:09
    beginning of July and I'm looking
  • 00:00:11
    forward to spending the next hour with
  • 00:00:13
    you talking about the work for which I
  • 00:00:16
    am best known the theory of multiple
  • 00:00:19
    intelligences and I have a rough plan
  • 00:00:22
    for the next hour we're going to start
  • 00:00:24
    with a distinction between intelligence
  • 00:00:26
    and
  • 00:00:27
    intelligences then introduce the major
  • 00:00:30
    points of Mi multiple intelligence
  • 00:00:33
    theory some of the claims and
  • 00:00:35
    implications of the
  • 00:00:36
    theory the term entry points one of the
  • 00:00:39
    ways of using multiple intelligence
  • 00:00:42
    theory in
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    teaching how we could go about assessing
  • 00:00:46
    people's
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    intelligences some remarks about unusual
  • 00:00:51
    special
  • 00:00:53
    populations and then a very big question
  • 00:00:55
    that I've been focusing on for the last
  • 00:00:57
    couple decades what should we use our
  • 00:01:00
    intelligences for intelligences For What
  • 00:01:03
    and the answer will be for encouraging
  • 00:01:06
    the good but you'll get a lot more
  • 00:01:07
    details if you stick with me and at the
  • 00:01:11
    end we'll have a chance to summarize the
  • 00:01:14
    the hours content there's going to be a
  • 00:01:17
    lot of information it's going to come at
  • 00:01:19
    a fairly rapid rate but uh I hope that
  • 00:01:23
    even as you fasten your seat belts that
  • 00:01:24
    you'll find it interesting and maybe
  • 00:01:26
    even entertaining on occasion so um we
  • 00:01:31
    all know the idea of stepping on a scale
  • 00:01:34
    to find out uh how much you weigh or
  • 00:01:36
    taking a ruler to see how tall you are
  • 00:01:39
    for many years within psychology there's
  • 00:01:42
    been the notion that if you take a test
  • 00:01:43
    called an IQ or intelligent quotient
  • 00:01:45
    test you can find out how smart somebody
  • 00:01:48
    is so I hope you see the analogy between
  • 00:01:50
    people's weight their height and their
  • 00:01:52
    IQ um and this follows a perspective
  • 00:01:56
    which is very widely adhered to in the
  • 00:01:59
    West and by the West I mean United
  • 00:02:02
    States Europe and parts of the world
  • 00:02:04
    that influenced um many countries in the
  • 00:02:07
    Americas Australia New Zealand and so on
  • 00:02:11
    um and the believe in the west is a
  • 00:02:13
    single intelligence which we
  • 00:02:15
    psychologists called G for general
  • 00:02:17
    intelligence it's highly heritable
  • 00:02:20
    that's very important what that means is
  • 00:02:22
    if you know how smart your grandparents
  • 00:02:24
    are you'll know how smart you are that's
  • 00:02:26
    what heritable means and of course that
  • 00:02:28
    means you can't do much about about your
  • 00:02:30
    G about your IQ you're stuck with your
  • 00:02:33
    grandparents and we psychologists hoay
  • 00:02:36
    we can tell you how smart you are by
  • 00:02:38
    giving you a test or maybe looking at
  • 00:02:40
    your brain waves or perhaps even
  • 00:02:42
    swabbing some saliva to take a look at
  • 00:02:45
    your
  • 00:02:45
    genes now I said the the West because if
  • 00:02:48
    you go to East Asia to China Japan Korea
  • 00:02:52
    you'll find a different set of beliefs
  • 00:02:55
    in those countries the belief is that
  • 00:02:57
    how smart you are is a reflection of how
  • 00:02:59
    hard your work there's a saying in Japan
  • 00:03:02
    fail with five pass with four if you're
  • 00:03:05
    lazy and insistent sleeping for 5 hours
  • 00:03:08
    you won't pass but if you're harder
  • 00:03:10
    working and you're cut out an hour of
  • 00:03:11
    sleep maybe you'll pass now as you can
  • 00:03:14
    tell by looking at me I've been around
  • 00:03:15
    for a long time and I can tell you you
  • 00:03:18
    should pick your grandparents um
  • 00:03:20
    shrewdly and you should work hard but
  • 00:03:23
    since you can't do anything about who
  • 00:03:24
    your grandparents are that's been
  • 00:03:26
    determined the only effort you have Vis
  • 00:03:28
    A intellect is working hard and so I
  • 00:03:31
    think in many ways the East Asian view
  • 00:03:33
    is much healthier than the view that
  • 00:03:35
    we've cultivated for whatever reason in
  • 00:03:38
    the
  • 00:03:39
    west so um I wouldn't have to take up an
  • 00:03:41
    hour of your time if I was just going to
  • 00:03:43
    say go give an IQ test and then you'll
  • 00:03:45
    know how smart you are or how smart your
  • 00:03:47
    students are um about 30 years ago a
  • 00:03:50
    little bit over 30 years ago I developed
  • 00:03:52
    a very different ways of thinking about
  • 00:03:54
    it called the theory of multiple
  • 00:03:58
    intelligences and it's a new Theory or
  • 00:04:01
    at least it was a new Theory then it was
  • 00:04:03
    based on lots of different evidence from
  • 00:04:05
    lots of different quarters what we know
  • 00:04:07
    about Evolution evolution of the species
  • 00:04:09
    over long period of time as well as
  • 00:04:12
    evolution of the brain the brain of homo
  • 00:04:15
    sapiens as well as the brain of other
  • 00:04:17
    species examining unusual populations
  • 00:04:20
    we'll talk about this at the end of the
  • 00:04:22
    talk individuals who prodigious
  • 00:04:24
    individuals who are autistic individuals
  • 00:04:27
    who have very F very Jagged profile I if
  • 00:04:30
    if the notion of IQ were strictly true
  • 00:04:32
    if you're smart in one thing you should
  • 00:04:34
    be smart in everything and if you're not
  • 00:04:35
    smart in one thing you shouldn't be
  • 00:04:37
    smart in anything Mi Theory which is
  • 00:04:40
    quite intuitive says that you might be
  • 00:04:42
    smart in some things average another and
  • 00:04:44
    quite poor in a third area um I took a
  • 00:04:48
    look at what what kinds of um skills and
  • 00:04:52
    knowledge was valued in different
  • 00:04:54
    cultures both contemporari and
  • 00:04:57
    historically what what was valued in the
  • 00:05:00
    caves what was valued in the fields of
  • 00:05:02
    East Africa what was valued in the South
  • 00:05:04
    Seas so it isn't just what you needed to
  • 00:05:07
    do well in a modern Western school it's
  • 00:05:09
    a much more historical and a much
  • 00:05:11
    broader more synoptic View and um unlike
  • 00:05:16
    most psychologists who look just at IQ I
  • 00:05:20
    deliberately looked at this whole range
  • 00:05:22
    of of of findings from different
  • 00:05:26
    disciplines and for extra credit I have
  • 00:05:29
    an eight
  • 00:05:30
    criteria for what it counts as an
  • 00:05:32
    intelligence and in my book frames of
  • 00:05:34
    mind I actually run through many
  • 00:05:36
    candidates and uh basically evaluate
  • 00:05:39
    them in terms of whether they meet these
  • 00:05:41
    criteria or not and I have a definition
  • 00:05:45
    definition is a lot of words um talks
  • 00:05:48
    about having the potential to process
  • 00:05:52
    information in certain ways so that you
  • 00:05:54
    can um make something fashion a product
  • 00:05:58
    or solve a problem um problem that
  • 00:06:00
    you're that you're thinking about and in
  • 00:06:02
    each case there's a cultural aspect
  • 00:06:04
    because maybe the problems we need to
  • 00:06:06
    solve today in the modern West are not
  • 00:06:08
    the same problems that had to be solved
  • 00:06:10
    a thousand years ago or or 10,000 years
  • 00:06:12
    ago but I have a visual which I think is
  • 00:06:16
    the better way to convey what Mi Theory
  • 00:06:19
    says if you look at the left of the
  • 00:06:21
    slide the notion there is intelligence
  • 00:06:24
    is one thing like as as if you had one
  • 00:06:26
    computer in your head and as I said if
  • 00:06:28
    the cter works well smart if it doesn't
  • 00:06:30
    you're out of luck um Mi Theory says we
  • 00:06:33
    have a bunch of computers and these
  • 00:06:35
    computers deal Spa with spatial
  • 00:06:37
    information musical information and so
  • 00:06:39
    on and if you're like me you might have
  • 00:06:41
    a computer that works very well a
  • 00:06:43
    computer that works average and the
  • 00:06:45
    computer is not it's not very good um so
  • 00:06:47
    that is a graphic a visual um way of
  • 00:06:50
    conveying Mi
  • 00:06:53
    Theory so let me now introduce with some
  • 00:06:56
    slides the intelligences which uh I
  • 00:07:00
    defined some years ago as well as
  • 00:07:02
    talking about my more recent thinking on
  • 00:07:04
    the
  • 00:07:09
    topic the first intelligence is
  • 00:07:12
    linguistic intelligence it's the
  • 00:07:13
    intelligence of a aor a writer this is a
  • 00:07:17
    Chinese poet leeo um people who are good
  • 00:07:20
    with language this would be lawyers
  • 00:07:24
    writers second intelligence is logical
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    mathematical it's the intelligence of a
  • 00:07:30
    scientist a mathematician somebody who
  • 00:07:32
    deals with logic somebody who deals with
  • 00:07:34
    numbers now I list these intelligences
  • 00:07:37
    first because if you take an IQ test
  • 00:07:40
    that's really what's being tested is
  • 00:07:42
    your linguistic and your logical
  • 00:07:43
    mathematical intelligence and that's
  • 00:07:45
    fine um because IQ tests are used to
  • 00:07:48
    predict how you will do in a certain
  • 00:07:49
    kind of school at a certain historical
  • 00:07:52
    era and clearly it's good to have
  • 00:07:53
    linguistic and logical mathematical
  • 00:07:55
    intelligence if you want to succeed in
  • 00:07:57
    school but we don't stay in school our
  • 00:08:01
    whole lives and the further away you get
  • 00:08:04
    from school the more your job your life
  • 00:08:07
    your family involves skills other than
  • 00:08:10
    School ones the less important those two
  • 00:08:12
    intelligences are and the more important
  • 00:08:15
    the other intelligences are and I think
  • 00:08:17
    there's at least a half a dozen other
  • 00:08:19
    intelligences musical intelligence the
  • 00:08:22
    intelligence of a composer of a
  • 00:08:25
    performer here's the conductor of the
  • 00:08:28
    BOS of the Baltimore
  • 00:08:32
    Symphony fourth
  • 00:08:37
    intelligence spatial intelligence it's
  • 00:08:40
    the intelligence that you need to find
  • 00:08:42
    your way in wide space the way a
  • 00:08:44
    navigator or airplane pilot would or in
  • 00:08:46
    more constrained kind of space like a a
  • 00:08:49
    chess
  • 00:08:51
    player fifth intelligence is bodily
  • 00:08:54
    kinesthetic intelligence as you can see
  • 00:08:56
    it's the intelligence of the dancer or
  • 00:08:59
    the athlete or the sculptor or the
  • 00:09:02
    surgeon people who use their whole body
  • 00:09:04
    as a dancer or athlete would or parts of
  • 00:09:06
    their body as a craft person or a SC a
  • 00:09:09
    surgeon would to solve problems or to
  • 00:09:12
    make
  • 00:09:13
    things sixth intelligence is
  • 00:09:15
    interpersonal
  • 00:09:17
    intelligence very important intelligence
  • 00:09:20
    for understanding other people being
  • 00:09:22
    able to work with them people in
  • 00:09:23
    politics people in the media people who
  • 00:09:26
    are trying to sell you a used car
  • 00:09:28
    they're all using their interpersonal
  • 00:09:34
    intelligence next intelligence is intra
  • 00:09:37
    personal intelligence intra means
  • 00:09:40
    turning inside it's having an
  • 00:09:42
    understanding of yourself who you are
  • 00:09:44
    what you can do what you want to do what
  • 00:09:47
    your skills are what the obstacles are
  • 00:09:49
    what your motivational state is like
  • 00:09:52
    this kind of intelligence is very very
  • 00:09:53
    important nowadays because so many of us
  • 00:09:56
    have to make our own decisions about
  • 00:09:58
    where to work with whom to work what to
  • 00:10:00
    study what not to spend time on and if
  • 00:10:03
    you don't have a good knowledge of
  • 00:10:04
    yourself then you're going to make a lot
  • 00:10:06
    of unnecessary
  • 00:10:13
    mistakes the E intelligence is the
  • 00:10:15
    naturalist intelligence as the name
  • 00:10:17
    implies it's the intelligence that
  • 00:10:20
    allows us to make sense of nature to
  • 00:10:22
    tell one plant from another one animal
  • 00:10:24
    from another one Cloud configuration um
  • 00:10:27
    one geological uh
  • 00:10:30
    situation from another um and you might
  • 00:10:32
    say well you know that was important
  • 00:10:34
    back thousands of years ago when we had
  • 00:10:36
    hunters and Fisher men um or people
  • 00:10:38
    working in farms but who needs
  • 00:10:40
    naturalist intelligence when we just go
  • 00:10:42
    to the supermarket but the brain's
  • 00:10:44
    pretty smart and if you think of our our
  • 00:10:47
    consumer Society how do we decide which
  • 00:10:50
    pair of shoes to buy which automobile to
  • 00:10:52
    buy we're using the same neural networks
  • 00:10:55
    which thousands of years ago were used
  • 00:10:57
    to survive on the plains of East Africa
  • 00:10:59
    or on boats in the South Seas we're
  • 00:11:01
    using those same neural networks to
  • 00:11:03
    decide which items to consume and how to
  • 00:11:06
    make you know the best choices given our
  • 00:11:08
    own set of values so those are the eight
  • 00:11:12
    intelligences which I am now convinced
  • 00:11:14
    exist and I have the data which I think
  • 00:11:17
    backs it up but there are other
  • 00:11:19
    intelligences I've talked about at least
  • 00:11:21
    informally and I'll mention them here in
  • 00:11:23
    that informal Spirit one is an
  • 00:11:25
    existential intelligence that's the
  • 00:11:27
    intelligence of big question
  • 00:11:30
    who are we where are we headed what is
  • 00:11:35
    love why do we die why do we fight you
  • 00:11:39
    know you might have a a pet rat that has
  • 00:11:41
    more spatial intelligence than you you
  • 00:11:43
    might have a bird that had a lot of
  • 00:11:45
    musical intelligence but I'm quite
  • 00:11:46
    convinced only human beings have
  • 00:11:48
    existential intelligence only we ask and
  • 00:11:51
    Ponder these big questions one other
  • 00:11:54
    intelligence which uh I know most of you
  • 00:11:56
    are Educators um I've thought a lot
  • 00:11:58
    about is the Pedic pedagogical
  • 00:12:00
    intelligence the intelligence which
  • 00:12:01
    allows us to teach things to other
  • 00:12:04
    people um there are two things which
  • 00:12:06
    have persuaded to me they might be at
  • 00:12:08
    pedagogical intelligence one is that as
  • 00:12:11
    young as the age of three kids can
  • 00:12:13
    already teach what do I mean by that if
  • 00:12:16
    you take a three-year-old and you show
  • 00:12:17
    him or her how to work some kind of
  • 00:12:19
    machine and then you ask that child
  • 00:12:22
    either to explain it to a 2-year-old or
  • 00:12:24
    to a 5-year-old they'll do it very
  • 00:12:26
    differently for the 5-year-old they do
  • 00:12:28
    it rather quickly and just point to a
  • 00:12:29
    few things and figure the 5-year-old
  • 00:12:31
    he's older he knows more he'll catch on
  • 00:12:33
    the 2-year-old they be very careful
  • 00:12:35
    speak very slowly they're teaching even
  • 00:12:37
    though of course they may not have that
  • 00:12:38
    word the other thing is we all know in
  • 00:12:41
    any field let's say in performing an
  • 00:12:44
    instrument or and being an athlete you
  • 00:12:46
    have two people who are equally good you
  • 00:12:49
    can't get anyone in a higher grade than
  • 00:12:51
    the other and yet one can teach very
  • 00:12:53
    well and the one can't teach at all
  • 00:12:55
    that's pedagogical intelligence so I
  • 00:12:57
    think those might be intelligence but I
  • 00:13:00
    haven't got the scientific evidence that
  • 00:13:02
    I have for the other intelligences so
  • 00:13:04
    I'm just giving them to you in a
  • 00:13:06
    preliminary
  • 00:13:07
    way so that's the theory not one
  • 00:13:10
    computer not one intelligence but a
  • 00:13:13
    bunch of computers we've got them
  • 00:13:16
    all all of us have these intelligences
  • 00:13:19
    That's What Makes Us humans cognitively
  • 00:13:21
    speaking so as I joked rats might have
  • 00:13:24
    more spatial intelligence Birds might
  • 00:13:26
    have more musical intelligence but where
  • 00:13:28
    the species that has these eight or nine
  • 00:13:31
    or 10 different intelligences that's
  • 00:13:33
    what makes us human we've got those
  • 00:13:36
    computers but not no two people on the
  • 00:13:41
    planet not even identical twins have
  • 00:13:44
    exactly the same profile of
  • 00:13:45
    intelligences if we knew in great detail
  • 00:13:49
    exactly which intelligences you were
  • 00:13:50
    strong in and how you use them it would
  • 00:13:53
    not be the same as anybody else and we
  • 00:13:55
    know that because even identical twins
  • 00:13:57
    don't read in exactly the way don't same
  • 00:13:59
    way don't interact in exactly the same
  • 00:14:01
    way and when we we we take uh brain um
  • 00:14:05
    measures fmis or pet scans we see that
  • 00:14:09
    the brains may may not work in the same
  • 00:14:10
    way so from the point of view of science
  • 00:14:13
    we've all got these intelligences but
  • 00:14:15
    life's interesting no two people have
  • 00:14:17
    exactly the same profile though
  • 00:14:19
    presumably identical twins have more
  • 00:14:21
    similar profiles than fraternal twins
  • 00:14:23
    and fraternal twins have more similar
  • 00:14:26
    profiles than randomly chosen people
  • 00:14:28
    from the planet there are a lot of
  • 00:14:29
    people on the
  • 00:14:31
    planet so those are scientific claims
  • 00:14:34
    how about some claims in
  • 00:14:44
    education the first claim is that we
  • 00:14:47
    should individualize teaching and
  • 00:14:50
    learning as much as we
  • 00:14:53
    can since people have different
  • 00:14:56
    intelligence profiles and different
  • 00:14:58
    brains
  • 00:15:00
    it's suboptimal to teach everybody the
  • 00:15:02
    same way and to assess everybody in the
  • 00:15:03
    same way now clearly it's easier to
  • 00:15:06
    individualize if you have a small number
  • 00:15:08
    of
  • 00:15:09
    students rich people with tutors have
  • 00:15:12
    always had individualized education
  • 00:15:14
    because a tutor can't say oh Prince
  • 00:15:16
    Charles can't learn give me Princess
  • 00:15:18
    Anne the tutor's job is to teach whoever
  • 00:15:21
    they have so they'll be effective um but
  • 00:15:25
    with the Advent of um digital devices
  • 00:15:28
    individ visualization or personalization
  • 00:15:31
    as it's often called is much more
  • 00:15:33
    possible than it's ever been possible
  • 00:15:35
    before so we're lucky that we can
  • 00:15:36
    individualize education more now than we
  • 00:15:39
    could have when we had 40 kids in the
  • 00:15:41
    class and and no media at our
  • 00:15:45
    disposal but there's something one could
  • 00:15:47
    always do if one wanted to do and one
  • 00:15:49
    knew how to do it and that was to
  • 00:15:51
    pluralize what is
  • 00:15:54
    pluralization I begin with the notion
  • 00:15:55
    that nobody can teach everything anymore
  • 00:15:58
    if they ever could they certainly can't
  • 00:16:00
    now um so we have to decide what's
  • 00:16:02
    really important and we have to focus in
  • 00:16:04
    our classes whether they're in person or
  • 00:16:06
    online or even in books we have to focus
  • 00:16:09
    on things that are really important
  • 00:16:11
    things which are Central to disciplines
  • 00:16:13
    which are Central to occupations and
  • 00:16:17
    then we should pluralize and that means
  • 00:16:18
    we should present the material in more
  • 00:16:21
    than one way we shouldn't just talk
  • 00:16:23
    about it as I am today because we have
  • 00:16:26
    limited time we shouldn't just have
  • 00:16:28
    movies we shouldn't just joke about them
  • 00:16:30
    we shouldn't just dramatize them we
  • 00:16:32
    should teach things in different ways so
  • 00:16:35
    here's a individualized class maybe the
  • 00:16:38
    students are all studying the same thing
  • 00:16:39
    but they're certainly studying it in
  • 00:16:41
    ways that make sense to them and the
  • 00:16:43
    more different ways we can give to them
  • 00:16:45
    the more we can pluralize the better so
  • 00:16:48
    here's pluralization um this is about
  • 00:16:50
    the Civil War you can do it through
  • 00:16:52
    books you can do it through DVDs you can
  • 00:16:54
    do it through photographs and of course
  • 00:16:56
    you can do it through contemporary
  • 00:16:57
    history there many many ways to help
  • 00:16:59
    people understand the Civil War or the
  • 00:17:02
    theory of evolution or what gravity is
  • 00:17:04
    any Central Concept in in and across the
  • 00:17:12
    disciplines now I said important Point
  • 00:17:15
    number one so it's probably important um
  • 00:17:19
    and it may surprise you um I meet people
  • 00:17:22
    all over who say oh Dr Gardner I love
  • 00:17:24
    your theory and I have a multiple
  • 00:17:26
    intelligence class or multiple
  • 00:17:28
    intelligence School
  • 00:17:29
    and of course I'm flattered and I say
  • 00:17:32
    thank you but actually um multiple
  • 00:17:35
    intelligence is isn't an educational end
  • 00:17:37
    in itself rather you have to decide what
  • 00:17:40
    are your educational goals what are you
  • 00:17:42
    trying to achieve and then we can talk
  • 00:17:44
    about how an understanding of Mi Theory
  • 00:17:47
    and Mi practice can help you achieve
  • 00:17:49
    those goals so what I mean what do I
  • 00:17:51
    mean by goals here's a whole Litany of
  • 00:17:54
    goals from understanding disciplines to
  • 00:17:56
    learning the Arts to doing getting high
  • 00:17:59
    scores on the Pisa or the Tims to being
  • 00:18:01
    community service any school that said
  • 00:18:02
    was trying to do all these things I'd
  • 00:18:04
    say that's too much decide what's really
  • 00:18:06
    important and then if you decide for
  • 00:18:08
    example that disciplinary understanding
  • 00:18:10
    is very important then you can use Mi
  • 00:18:13
    Theory to say well what's what are some
  • 00:18:14
    of the good ways to teach history what
  • 00:18:16
    are some of the good ways to assess
  • 00:18:18
    history it' be very different if it
  • 00:18:19
    service to the community that plays much
  • 00:18:22
    more in personal intelligences how can
  • 00:18:24
    we use our personal intelligence to
  • 00:18:26
    decide what to serve the community and
  • 00:18:28
    how to go about doing it so in in
  • 00:18:31
    summary you need to have educational
  • 00:18:33
    goals that's a that's that's a a
  • 00:18:36
    question of values and I shouldn't tell
  • 00:18:38
    you what your values are that's
  • 00:18:39
    something for you to decide as a teacher
  • 00:18:41
    as a principal as a as a policy maker
  • 00:18:45
    and then we can talk about how Mi Theory
  • 00:18:47
    might help you to reach those
  • 00:18:50
    goals the second point is is even more
  • 00:18:54
    surprising and that is
  • 00:18:57
    nowadays there's a huge
  • 00:18:59
    push to try to get scientific evidence
  • 00:19:03
    um to help you how to teach and help you
  • 00:19:06
    to tell what to teach and how to teach
  • 00:19:08
    and I'm all in favor of scientific
  • 00:19:10
    evidence I'm a scientist myself but you
  • 00:19:13
    can never go legitimately from an from a
  • 00:19:16
    scientific findings to an educational
  • 00:19:20
    practice an an educational
  • 00:19:21
    recommendation because any educational
  • 00:19:25
    recommendation inherently involves a
  • 00:19:27
    value system so let me use Mi Theory
  • 00:19:30
    let's say Garder right and everybody's
  • 00:19:32
    got eight intelligences what does that
  • 00:19:33
    mean you should do when I put out the
  • 00:19:36
    theory I didn't have educational ideas
  • 00:19:38
    myself but some people said oh eight
  • 00:19:41
    intelligences we need to teach eight
  • 00:19:42
    different topics eight intelligen is oh
  • 00:19:45
    we need to teach everything eight
  • 00:19:46
    different ways eight intelligence we
  • 00:19:49
    need to put all the kids who are strong
  • 00:19:50
    in one intelligence together eight
  • 00:19:52
    intelligence we need to put kids with
  • 00:19:54
    different intelligences together those
  • 00:19:57
    all follow from the the scientific claim
  • 00:20:01
    that we have eight
  • 00:20:02
    intelligences um and even more Insidious
  • 00:20:05
    this is sort of for extra credit is when
  • 00:20:08
    people say oh we found something in the
  • 00:20:09
    brain therefore we should do something
  • 00:20:11
    in a certain way I have not discovered
  • 00:20:14
    anything where we should change practice
  • 00:20:16
    just because there been something
  • 00:20:18
    discovered in the brain it's valuable to
  • 00:20:20
    know how the brain works but in any
  • 00:20:22
    brain finding just like with Mi Theory
  • 00:20:24
    there's an infinite number of
  • 00:20:25
    implications you can draw so learn as
  • 00:20:29
    much science as you can learn as much
  • 00:20:30
    brain stuff as you can but never say I'm
  • 00:20:33
    doing this because of the brain let me
  • 00:20:35
    use an example people say oh art
  • 00:20:38
    education well that's right hemisphere
  • 00:20:39
    we need to develop the right hemisphere
  • 00:20:41
    does that mean if you didn't have a
  • 00:20:42
    right hemisphere you wouldn't do art
  • 00:20:43
    education of course not you would just
  • 00:20:45
    find another rationale for it so I love
  • 00:20:48
    Mi Theory and I'd love people to use it
  • 00:20:51
    but you can never say well I'm doing
  • 00:20:53
    this because of Mi Theory you've got to
  • 00:20:54
    say these are my values these are my
  • 00:20:56
    goals this is what I want to achieve and
  • 00:20:59
    I think this Theory can help me achieve
  • 00:21:01
    it and then you get a gold
  • 00:21:03
    star so entry points
  • 00:21:06
    um this is one of the interesting
  • 00:21:08
    educational ideas that I and others have
  • 00:21:10
    come up with and that is that if you
  • 00:21:13
    decide that something is important you
  • 00:21:15
    can approach it in lots of different
  • 00:21:17
    ways and that allows us to be able to
  • 00:21:19
    draw on the different
  • 00:21:21
    intelligences so this comes from my
  • 00:21:23
    colleague Rhonda Bondi and she has an
  • 00:21:27
    exercise which she does with fifth
  • 00:21:29
    graders where they learn about different
  • 00:21:32
    explorers um brought along some slides
  • 00:21:35
    of explorers I don't know who they are
  • 00:21:37
    but people like they have to learn about
  • 00:21:38
    Christopher Columbus about Pon de Leon
  • 00:21:41
    about Hernando
  • 00:21:42
    Cortez um and uh you know they you know
  • 00:21:46
    they have a textbook and the teacher
  • 00:21:48
    talks about it and then um what Rhonda
  • 00:21:52
    does and she ask the kids to share what
  • 00:21:56
    they've learned in different ways just
  • 00:21:58
    supposed to tell a story about what
  • 00:21:59
    they've learned sing a song or create a
  • 00:22:02
    song act out a pivotal scene a pivotal
  • 00:22:05
    moment like when um you Cortez meets
  • 00:22:09
    monuma um map out the course followed um
  • 00:22:13
    on
  • 00:22:14
    geographically um and then say how would
  • 00:22:16
    the Explorer have drawn what would he or
  • 00:22:18
    she have done I guess they were mostly
  • 00:22:20
    men what numbers are important to each
  • 00:22:24
    that's a very interesting could be the
  • 00:22:25
    year could be how old they were could be
  • 00:22:27
    how many soldiers they had for
  • 00:22:29
    Christopher Columbus one answer is three
  • 00:22:31
    do you know why the three because there
  • 00:22:33
    were three ships um recreated a time
  • 00:22:37
    that you explored that's about yourself
  • 00:22:39
    what did you do did the exploration work
  • 00:22:42
    so this is a very simple class everybody
  • 00:22:44
    learns about in in social studies about
  • 00:22:47
    exploration but there many many ways and
  • 00:22:49
    many intelligences which you can draw on
  • 00:22:51
    and that just complexifies your
  • 00:22:54
    understanding of what exploring is all
  • 00:22:56
    about now here's an example from
  • 00:22:59
    secondary school this is one I've
  • 00:23:00
    written about in a book called The
  • 00:23:02
    discipline mind and there I talk about
  • 00:23:06
    how important it is for us all to
  • 00:23:07
    understand what's true and what's not
  • 00:23:10
    what's beautiful and what's kit or ugly
  • 00:23:13
    what's good and what's bad I hope you
  • 00:23:15
    won't find those are uh alarming things
  • 00:23:17
    to teach about and as my truth Dimension
  • 00:23:21
    I talk about the theory of evolution
  • 00:23:22
    because you can't do biology seriously
  • 00:23:25
    unless you understand the theory of
  • 00:23:27
    evolution in the are of beauty I talk
  • 00:23:30
    about the music of Mozart because I
  • 00:23:31
    happen to think it's very beautiful and
  • 00:23:33
    then studying good and bad I talk about
  • 00:23:36
    the Holocaust and to make it concrete
  • 00:23:38
    this is Darwin who came up with the
  • 00:23:40
    theory of evolution this is of course
  • 00:23:43
    Mozart I deal particularly with the the
  • 00:23:46
    marriage of figuro a great work by by
  • 00:23:49
    Mozart and then this is a book about the
  • 00:23:52
    the Holocaust which of course is an
  • 00:23:54
    example of human evil so what I do in
  • 00:23:58
    the I mind is I lay out six entry points
  • 00:24:02
    again for how Mi Theory can help kids
  • 00:24:06
    understand disciplines whether it's
  • 00:24:08
    biology or music or history one is
  • 00:24:11
    through narrative through stories
  • 00:24:13
    another is through quantity numbers
  • 00:24:15
    there're numbers in every thing you
  • 00:24:17
    study through logic even the marriage of
  • 00:24:19
    figuro can be laid out as a syllogism so
  • 00:24:22
    and so loves so and so so and so doesn't
  • 00:24:24
    know about this therefore that's going
  • 00:24:26
    to happen existential the big questions
  • 00:24:29
    where do we come from evolution is the
  • 00:24:31
    only scientific answer to that question
  • 00:24:34
    um in the case of um Holocaust why are
  • 00:24:38
    people evil that's that's an existential
  • 00:24:40
    question there works of art in every
  • 00:24:42
    area there works of art about uh nature
  • 00:24:45
    and evolution obviously the music of
  • 00:24:47
    Mozart is a work of art but there also
  • 00:24:49
    are M museums for the Holocaust and when
  • 00:24:52
    you go there you can learn through
  • 00:24:53
    artifacts about um what happened
  • 00:24:57
    Hands-On
  • 00:24:58
    you can um act out replicate make things
  • 00:25:03
    you can perform a work of music you can
  • 00:25:06
    breed uh um bacteria which evolve very
  • 00:25:09
    quickly you can also do it you can
  • 00:25:11
    simulate it on a computer and of course
  • 00:25:13
    you can have groupwork you can have
  • 00:25:15
    jigsaw you can do things together you
  • 00:25:17
    can discuss problem solve joke and act
  • 00:25:19
    and so on so the point here is not that
  • 00:25:22
    my examples are so uh Vivid but rather
  • 00:25:25
    that when you want to study something
  • 00:25:27
    important like the theory of Evolution
  • 00:25:29
    or um the Holocaust there lots of
  • 00:25:32
    different ways in and if you use those
  • 00:25:34
    different ways two important things
  • 00:25:35
    happen first of all you reach more
  • 00:25:37
    students because some students learn
  • 00:25:39
    better from stories and others from
  • 00:25:42
    logic and others from works of art
  • 00:25:44
    second of all and crucially you
  • 00:25:47
    understand better because what does
  • 00:25:49
    understanding mean understanding means
  • 00:25:51
    you can think about things in lots of
  • 00:25:53
    different ways think about yourself your
  • 00:25:55
    family your
  • 00:25:57
    home your school you can tell stories
  • 00:26:00
    about it you can talk about numbers you
  • 00:26:01
    can have works of art um if you can
  • 00:26:04
    explain something only one way that
  • 00:26:07
    shows your own understanding is very
  • 00:26:09
    limited and frankly you're not going to
  • 00:26:10
    be a very good teacher if you teach
  • 00:26:13
    something in a certain way and the
  • 00:26:14
    student says I don't understand can you
  • 00:26:16
    present it another way can you sing it
  • 00:26:17
    to me can you enact it can you make a
  • 00:26:19
    drawing can you make a movie if the
  • 00:26:21
    answer is no then probably you need to
  • 00:26:23
    work with somebody else so you can have
  • 00:26:24
    a more a broader kind of understanding
  • 00:26:26
    of what you're teaching so entry points
  • 00:26:29
    I think is a powerful idea it you don't
  • 00:26:31
    need Mi theory for it but Mi Theory
  • 00:26:34
    gives you a convenient way either
  • 00:26:36
    following Ronda bondi's Notions about
  • 00:26:38
    explorers or my notion about the
  • 00:26:40
    discipline mind it gives you a way into
  • 00:26:42
    pluralistic approaches toward
  • 00:26:46
    understanding so especially United
  • 00:26:48
    States the first question is always how
  • 00:26:50
    do you assess the
  • 00:26:51
    intelligences and um I don't favor paper
  • 00:26:54
    and pencil tests for assessing the
  • 00:26:56
    intelligences the reason is simp simple
  • 00:26:59
    paper and pencil tests are basically
  • 00:27:00
    logical tests and if you can approach
  • 00:27:03
    something logically you can usually
  • 00:27:04
    figure out the right answer in a
  • 00:27:06
    multiple choice just saying well this
  • 00:27:07
    couldn't be right this wording is funny
  • 00:27:09
    and so on I think the right way to
  • 00:27:11
    assess multiple intelligences is to
  • 00:27:13
    create a rich environment I always say
  • 00:27:15
    something like a children's museum and
  • 00:27:18
    watch young people move around in that
  • 00:27:20
    environment and by what they interact
  • 00:27:22
    with how they interact and especially
  • 00:27:24
    what they get better with this tells you
  • 00:27:26
    something about their intelligences so
  • 00:27:28
    many years ago we developed an
  • 00:27:30
    environment which we called the Spectrum
  • 00:27:32
    classroom um and in the Spectrum
  • 00:27:34
    classroom we put out lots of interesting
  • 00:27:37
    things for kids to play with we watch
  • 00:27:39
    those kids and from those observations
  • 00:27:42
    over time we got a very rich notion of
  • 00:27:44
    each child's profile of intelligences so
  • 00:27:47
    we had common household objects for kids
  • 00:27:50
    to take apart and put together door
  • 00:27:52
    knobs or meat grinders um we had musical
  • 00:27:56
    instruments these are mestory Bells
  • 00:27:58
    where kids would either recreate songs
  • 00:28:00
    they'd heard and make up their own and
  • 00:28:02
    then play with those
  • 00:28:08
    Melodies we would provide um clay and um
  • 00:28:13
    diarama materials pipe cleaners and so
  • 00:28:15
    on and have kids put together a
  • 00:28:18
    threedimensional display and tell a
  • 00:28:19
    story about it and this got it the um
  • 00:28:22
    various kinds of intelligences can
  • 00:28:24
    aesthetic and linguistic and dramatic um
  • 00:28:28
    we brought in lots of materials for kids
  • 00:28:30
    to look at either with a with a naked
  • 00:28:32
    eye or under magnification and describe
  • 00:28:35
    and group together those elements
  • 00:28:36
    naturalist
  • 00:28:37
    intelligence um we have board games
  • 00:28:40
    board games give you numerical
  • 00:28:42
    intelligence mathematical intelligence
  • 00:28:44
    but they also in young kids give you
  • 00:28:46
    interpersonal intelligence because if a
  • 00:28:48
    young child cheats that's actually a
  • 00:28:50
    sign of interpersonal intelligence
  • 00:28:52
    because a child knows that you don't
  • 00:28:53
    know everything that he or she knows now
  • 00:28:56
    after the age of four we discourage this
  • 00:28:58
    kind of uh use of interpersonal
  • 00:28:59
    intelligence but uh you can't watch the
  • 00:29:02
    political scene nowadays without
  • 00:29:03
    realizing that lots of people are
  • 00:29:05
    assuming that they can get away with
  • 00:29:09
    lying and this is a very interesting
  • 00:29:11
    game um where in halfway through the
  • 00:29:15
    year we bring out blocks and we ask the
  • 00:29:17
    kids to recreate the large classroom in
  • 00:29:19
    miniature so this is a test of spatial
  • 00:29:22
    intelligence but we also have little
  • 00:29:24
    pieces of wood on which we've pasted
  • 00:29:26
    photographs of the children and the
  • 00:29:28
    adults in the room and we ask the kids
  • 00:29:30
    who plays with whom who likes whom who
  • 00:29:33
    did what yesterday and it's a very nice
  • 00:29:35
    measure of um whether the kids are
  • 00:29:38
    picking up uh interpersonal information
  • 00:29:40
    so this is an example of how you can
  • 00:29:43
    create a classroom kind of like a
  • 00:29:45
    children's museum where if you have
  • 00:29:46
    interesting materials around and give
  • 00:29:48
    kids chances to explore you can tell a
  • 00:29:50
    lot about their profile of intelligence
  • 00:29:52
    and of course when kids are young those
  • 00:29:53
    intelligences can be changed it's harder
  • 00:29:56
    to change the profile when you're my age
  • 00:29:57
    but there's a big distance between these
  • 00:29:59
    kids and me um in Denmark there's a
  • 00:30:03
    place called The explorama located at a
  • 00:30:07
    theme park called donos universe and
  • 00:30:09
    they invited me to come there because
  • 00:30:11
    they said we've created a whole um theme
  • 00:30:13
    park um where we can assess people's
  • 00:30:16
    intelligences and the people can be five
  • 00:30:18
    years old or they can be 50 years old
  • 00:30:20
    anybody can go there and they can learn
  • 00:30:21
    about their intelligence so I was
  • 00:30:23
    intrigued and I had the opportunity to
  • 00:30:25
    go there some years ago and sure enough
  • 00:30:27
    theyve all sorts of games to play games
  • 00:30:29
    where you have to try to balance things
  • 00:30:31
    games where you have to try to figure
  • 00:30:33
    out numerical codes um games where you
  • 00:30:36
    have to build things of different shapes
  • 00:30:38
    out of blocks um games where you have to
  • 00:30:41
    move very adroitly so you don't trigger
  • 00:30:44
    a loud noise if you if you hit one of
  • 00:30:46
    those strings um that's for gross motor
  • 00:30:50
    movements this is for fine motor
  • 00:30:51
    movements again if the if the metal hits
  • 00:30:55
    the other metal you get an obnoxious
  • 00:30:57
    noise
  • 00:30:58
    um these are ways of getting it
  • 00:31:00
    linguistic and musical intelligence what
  • 00:31:02
    patterns can kids hear what can they
  • 00:31:04
    recreate um and this is a very
  • 00:31:06
    interesting game um here the kids have
  • 00:31:10
    to move that um vehicle around to pick
  • 00:31:14
    up a a a rectangle a little square and
  • 00:31:18
    move it elsewhere on the table now
  • 00:31:21
    what's interesting about this game is
  • 00:31:23
    the kids have to work together if they
  • 00:31:24
    can't cooperate then they can't move
  • 00:31:27
    things they each have little dial they
  • 00:31:28
    can use so this gets at their
  • 00:31:30
    interpersonal intelligence are they able
  • 00:31:31
    to work together to solve some kind of
  • 00:31:33
    problem so when I went to the Don
  • 00:31:37
    Universe they said to me there's one
  • 00:31:38
    intelligence we haven't figured out how
  • 00:31:40
    to assess and that's inpersonal
  • 00:31:42
    intelligence knowing yourself I said
  • 00:31:43
    well it's hard to assess interpersonal
  • 00:31:45
    intelligence I joked only your
  • 00:31:47
    psychiatrist knows whether you
  • 00:31:49
    understand yourself but then I had an
  • 00:31:51
    idea I said why not before people go
  • 00:31:54
    into the explorama have them predict how
  • 00:31:56
    they're going to do on various kinds of
  • 00:31:58
    things and that will give you at least
  • 00:31:59
    one measure of how much they know
  • 00:32:01
    themselves whether they ever did that I
  • 00:32:02
    don't know but it's would be a way of
  • 00:32:04
    assessing intrapersonal
  • 00:32:08
    intelligence so um I want to talk a bit
  • 00:32:12
    about
  • 00:32:14
    um you know I've talked about the
  • 00:32:15
    different intelligences and how they're
  • 00:32:17
    reflected in different parts of the
  • 00:32:19
    brain um but especially when you're
  • 00:32:22
    dealing with young people it's important
  • 00:32:24
    to understand how flexible the brain is
  • 00:32:27
    and to what extent um really we can
  • 00:32:30
    develop intelligences even if uh it
  • 00:32:33
    didn't seem to be in the cards um this
  • 00:32:35
    is a story of Nico Nico was a young kid
  • 00:32:40
    who had the misfortune of having um
  • 00:32:43
    intractable epilepsy and so what they
  • 00:32:46
    did with Nico is they actually extracted
  • 00:32:50
    half of his brain um that's a pretty
  • 00:32:52
    dramatic operation and it's only done if
  • 00:32:55
    people have intractable epilepsy so you
  • 00:32:58
    might say well if you take half the
  • 00:32:59
    brain away then uh there's no chance the
  • 00:33:02
    person's going to be able to function at
  • 00:33:04
    all but amazingly um Nico is able to
  • 00:33:08
    display a range of intelligences and in
  • 00:33:11
    fact he's even be able to finish his
  • 00:33:13
    education um U and this shows you um
  • 00:33:17
    what happened to his brain they actually
  • 00:33:19
    removed half of it uh can't be more
  • 00:33:22
    dramatic than that and yet uh at AJ this
  • 00:33:25
    is a work of art that he made
  • 00:33:28
    made um this um was a painting that he
  • 00:33:32
    made inspired by a
  • 00:33:35
    photograph um these were portraits he
  • 00:33:38
    made of other
  • 00:33:40
    people he was also a fencer um quite
  • 00:33:44
    good fencer and this is not the sort of
  • 00:33:47
    thing any scientist would have predicted
  • 00:33:49
    but the point here is that uh when
  • 00:33:53
    you're young the brain is very flexible
  • 00:33:55
    the word that's used is plastic you've
  • 00:33:56
    probably heard that word
  • 00:33:58
    and the eight intelligences which
  • 00:34:00
    usually distribute themselves across the
  • 00:34:03
    entire uh cerebrum can rearrange
  • 00:34:07
    themselves in a much smaller space
  • 00:34:09
    that's a self portrait done when he was
  • 00:34:11
    about
  • 00:34:14
    20 and then um this is a movie that is
  • 00:34:17
    actually opening this week so you you'll
  • 00:34:20
    hear about it it's a movie called life
  • 00:34:22
    animated based in a book written by Ron
  • 00:34:25
    saskin and it's a quite amazing book
  • 00:34:27
    it's about his son Owen who was at age
  • 00:34:30
    three was um found to be autistic and he
  • 00:34:35
    was unable to communicate at all um
  • 00:34:38
    until
  • 00:34:40
    um he began to look at Walt Disney
  • 00:34:43
    movies and what his parents noticed was
  • 00:34:47
    that he would want to see the same
  • 00:34:48
    movies over and over and over again um
  • 00:34:52
    and any of you who have kids or
  • 00:34:53
    grandkids know the same what happens
  • 00:34:55
    with books you read the book over and
  • 00:34:56
    over again and you get very bored with
  • 00:34:58
    it but actually the kid is learning
  • 00:35:00
    about the world through the book so for
  • 00:35:01
    him the book is a new experience each
  • 00:35:03
    time well this was was happening with
  • 00:35:05
    Owen with reference to Disney movies he
  • 00:35:08
    watched the movies over and over again
  • 00:35:09
    because that was the way in which he
  • 00:35:11
    learned about the world of emotions and
  • 00:35:15
    experiences the kinds of things with
  • 00:35:17
    those of us who are lucky enough not to
  • 00:35:18
    be Autistic or on the autistic Spectrum
  • 00:35:22
    pick up naturally so to speak just by
  • 00:35:25
    living in the world but the Disney
  • 00:35:27
    movies exaggerated those emotions so
  • 00:35:31
    that they became clearer to a child who
  • 00:35:34
    um himself had difficulty picking up
  • 00:35:37
    cues from other people um as you'll see
  • 00:35:39
    if you go to the movie Owen is now 26
  • 00:35:42
    and he's quite functional um he can
  • 00:35:45
    imitate all of the voices from all the
  • 00:35:47
    movies and it's in imitating those
  • 00:35:49
    voices that he comes to understand what
  • 00:35:51
    Envy is about what um love is about what
  • 00:35:54
    pride is about and it sort of as a bonus
  • 00:35:56
    he does it with the voice
  • 00:35:58
    uh showing that you know he has some
  • 00:36:00
    might say actic intelligence as
  • 00:36:03
    well so we're coming toward the end of
  • 00:36:06
    the talk um and um when you say what
  • 00:36:11
    intelligence is inherently amoral what
  • 00:36:13
    do I mean by that well um let's say you
  • 00:36:18
    have linguistic intelligence sounds like
  • 00:36:20
    a great thing and Gerta the German poet
  • 00:36:23
    had great linguistic intelligence he
  • 00:36:25
    wrote wonderful drama and poetry but
  • 00:36:27
    Joseph Geral who was the um propagandist
  • 00:36:31
    under Hitler also was very good with the
  • 00:36:33
    German language so you can use your
  • 00:36:35
    linguistic intelligence to do things
  • 00:36:37
    which we value great art you can also
  • 00:36:40
    use your linguistic intelligence to
  • 00:36:42
    encourage genocide let's take
  • 00:36:44
    interpersonal intelligence take two
  • 00:36:46
    people who were on the scene in America
  • 00:36:50
    in in the world uh in recent years
  • 00:36:52
    Nelson Mandela and Slobodan mosovich
  • 00:36:54
    Nelson Mandela probably the most admired
  • 00:36:57
    in the world used his interpersonal
  • 00:36:59
    intelligence to bring people together to
  • 00:37:01
    take a Waring nation and make it into
  • 00:37:04
    one nation which with much less trauma
  • 00:37:07
    and much less killing than anybody would
  • 00:37:09
    have expected he was using his
  • 00:37:10
    interpersonal intelligence in a very
  • 00:37:13
    positive way um Slobodan mosovich was a
  • 00:37:18
    Serbian leader um he developed the
  • 00:37:20
    notion of ethnic
  • 00:37:21
    cleansing and if you weren't a Serb of
  • 00:37:24
    the right religion and the right
  • 00:37:26
    ethnicity then you shouldn't be allowed
  • 00:37:29
    to live and he was very persuasive he
  • 00:37:32
    led serbs in military victories in the
  • 00:37:37
    1990s um and he was using his
  • 00:37:39
    interpersonal intelligence in ways that
  • 00:37:42
    uh were Wicked and so when I say
  • 00:37:44
    intelligence is inherently immoral what
  • 00:37:47
    I mean intelligence is just a computer
  • 00:37:49
    it's just like a computer can help
  • 00:37:51
    people get along or it can turn into um
  • 00:37:56
    um bashing of of other people bullying
  • 00:37:58
    of other people so to an intelligence
  • 00:38:01
    doesn't have any kind of a moral tag so
  • 00:38:04
    with colleagues I've been interested in
  • 00:38:06
    how we use our intelligences in a
  • 00:38:08
    positive way and uh this has been done
  • 00:38:11
    through a project called the good work
  • 00:38:13
    project um with uh two colleagues
  • 00:38:16
    initially Bill Damon and Mike chick sent
  • 00:38:18
    mahai and now we have many people
  • 00:38:20
    working on this in many Laboratories and
  • 00:38:22
    we've shortened the name to the good
  • 00:38:25
    project um but good work
  • 00:38:28
    is
  • 00:38:29
    exemplified by certain people who I
  • 00:38:31
    think are widely admired this is Jonas
  • 00:38:34
    sa the scientist who created the vaccine
  • 00:38:37
    which was used to eradicate Polio I
  • 00:38:41
    think of Jonas S as being a good
  • 00:38:43
    worker this is Dame on sui who is the
  • 00:38:49
    Burmese leader the Minar leader who was
  • 00:38:52
    under house arrest for many years but
  • 00:38:54
    has emerged recently as a political
  • 00:38:56
    leader and is trying to bring some
  • 00:38:58
    democracy to that very troubled part of
  • 00:39:02
    Southeast
  • 00:39:05
    Asia Nelson Mandela
  • 00:39:08
    again greatly admired for how he used
  • 00:39:11
    his intelligences how his work was in
  • 00:39:14
    good direction and the person whom I
  • 00:39:18
    personally think was the most important
  • 00:39:21
    human being in the last Thousand Years
  • 00:39:23
    Mahatma Gandhi who understood that
  • 00:39:25
    people were going to disagree but that
  • 00:39:27
    we need to learn to disagree
  • 00:39:29
    non-violently and Gandhi not only helped
  • 00:39:32
    India to become an independent nation
  • 00:39:34
    but was a tremendous role model for
  • 00:39:36
    Mandela for Martin Luther King Jr for
  • 00:39:39
    President Obama and other people who um
  • 00:39:42
    want to try to do things in a less
  • 00:39:44
    violent way so these are people who are
  • 00:39:46
    good workers probably um none of them is
  • 00:39:49
    perfect but probably they would stand
  • 00:39:51
    for most people's list of good workers
  • 00:39:54
    so what is a good
  • 00:39:55
    worker a good worker
  • 00:39:57
    is somebody who has three
  • 00:40:00
    qualities he or she knows what they're
  • 00:40:04
    doing they are technically
  • 00:40:07
    excellent um they like their work they
  • 00:40:10
    look forward to it it's engaging it is
  • 00:40:13
    Meaningful for them and this is what I
  • 00:40:16
    focused on in my own studies they carry
  • 00:40:18
    out that work in an ethical way so let's
  • 00:40:21
    think about
  • 00:40:22
    teachers a good worker teacher would be
  • 00:40:25
    somebody who knows this topic her topic
  • 00:40:28
    is well informed keeps up is excellent
  • 00:40:30
    in the Mastery of whatever they're
  • 00:40:33
    teaching number two they like their work
  • 00:40:35
    they look forward to it they look
  • 00:40:37
    forward to Monday they don't dread it uh
  • 00:40:39
    they might like the weekend but that
  • 00:40:41
    doesn't mean they don't want to go back
  • 00:40:43
    uh the next day and um you know if your
  • 00:40:46
    work is not meaningful it's very very
  • 00:40:48
    hard to continue doing it let alone to
  • 00:40:50
    do it well and then again what I'm most
  • 00:40:52
    interested in you know carrying out your
  • 00:40:54
    work in an ethical way um now what I
  • 00:40:57
    mean by ethical you might say well of
  • 00:40:59
    course teachers are ethical but ethical
  • 00:41:01
    dilemas come up all the time and how you
  • 00:41:03
    deal with those dilemmas uh is not easy
  • 00:41:05
    so let me give you a couple of examples
  • 00:41:08
    um you have a a child in your class
  • 00:41:12
    who's very needy who has lots of
  • 00:41:14
    problems um and could take up all your
  • 00:41:16
    time you've got 25 other kids in the
  • 00:41:18
    class um how do you divide your time
  • 00:41:21
    between the kid who's really needy who
  • 00:41:23
    needs a role model who needs your love
  • 00:41:24
    and needs your attention and 25 other
  • 00:41:26
    kids who may needed as well that's an
  • 00:41:28
    ethical problem um and there's no easy
  • 00:41:31
    answer to it but you really work very
  • 00:41:33
    hard to try to do the right thing uh you
  • 00:41:36
    don't always succeed when you fail you
  • 00:41:38
    try to do a better job the next time
  • 00:41:40
    another ethical problem coming comes out
  • 00:41:42
    of our good work research there was a
  • 00:41:44
    teacher chemistry teacher an excellent
  • 00:41:46
    teacher students loved the teacher But
  • 00:41:49
    the teacher was a tough grader and his
  • 00:41:51
    students are were not getting prizes in
  • 00:41:54
    school because their averages were not
  • 00:41:55
    as high so they went to Mike the name we
  • 00:41:58
    gave him and they said Mike you know you
  • 00:42:00
    should give higher grades we love you
  • 00:42:02
    but we're not doing well in the
  • 00:42:03
    competition and this is an ethical
  • 00:42:05
    dilemma because Mike was trying to give
  • 00:42:07
    kids the grades that they deserved and
  • 00:42:09
    not the grades they wanted to have so uh
  • 00:42:12
    don't assume that just because you're a
  • 00:42:13
    teacher you're ethical ethical things
  • 00:42:15
    come up all the time I'm a teacher and
  • 00:42:17
    they come up all the time what do I do
  • 00:42:20
    when I think a student is is getting a
  • 00:42:23
    doctoral degree but should never be a
  • 00:42:25
    scholar how do I handle that that's a
  • 00:42:27
    very ethical very difficult ethical
  • 00:42:29
    dilemma and there's no right answer you
  • 00:42:30
    just try to do the best you can so in
  • 00:42:33
    good work we look at people who use
  • 00:42:35
    their intelligences to learn the matter
  • 00:42:38
    well to find meaning in what they do and
  • 00:42:42
    to try to be ethical and this is a
  • 00:42:46
    graphic that we have um it has the three
  • 00:42:50
    ease Excellence engagement and ethics
  • 00:42:53
    and we call this the triple helix um
  • 00:42:56
    because you all know the double helix of
  • 00:42:58
    DNA and our genetic um physical uh well
  • 00:43:03
    actually our whole being but Ena is what
  • 00:43:06
    you need to be good worker and you can't
  • 00:43:08
    be good worker if you're just excellent
  • 00:43:09
    or just engaged or just ethical you need
  • 00:43:12
    to have that combination and this I just
  • 00:43:15
    came up with this actually yesterday in
  • 00:43:17
    conversation so you're the first people
  • 00:43:18
    who will hear it what are we trying to
  • 00:43:21
    do in school other than get kids to
  • 00:43:24
    master their their their subject matter
  • 00:43:27
    we're trying to get Ena into their
  • 00:43:31
    DNA we're trying from a very early age
  • 00:43:34
    to get them to want to be excellent and
  • 00:43:37
    engaged and ethical so it's just part of
  • 00:43:40
    their being because the best predictor
  • 00:43:43
    of who's going to be a good worker when
  • 00:43:44
    they're 50 or 40 are the people who grew
  • 00:43:46
    up that way and my own belief though
  • 00:43:49
    this is a belief rather than something I
  • 00:43:51
    could prove to you that the last chance
  • 00:43:54
    people have to be good workers is
  • 00:43:56
    probably the first job the first real
  • 00:43:58
    job they have because if you were
  • 00:44:00
    inclined not to be a good worker but you
  • 00:44:02
    go to the first job and you really want
  • 00:44:04
    to do well and you really want to be
  • 00:44:05
    able to stay there in advance you get
  • 00:44:07
    your act together but if you've been
  • 00:44:09
    inclined not to be a good worker not to
  • 00:44:11
    be particularly engaged not to be
  • 00:44:13
    particularly ethical not to be
  • 00:44:15
    particularly excellent and that's
  • 00:44:18
    tolerated at your first job it'll
  • 00:44:20
    probably never get Ena into your DNA but
  • 00:44:23
    the time is not to start at your first
  • 00:44:25
    job the time is to start early in school
  • 00:44:28
    and the school I would want my
  • 00:44:29
    grandchildren to go to is a school where
  • 00:44:32
    they pursue good work they want their
  • 00:44:34
    kids to be
  • 00:44:36
    knowledgeable ethical and engaged and
  • 00:44:39
    they want them to be good citizens and
  • 00:44:41
    who's a good citizen good citizen is
  • 00:44:43
    somebody who knows the law knows the
  • 00:44:46
    rules knows the regulation cares votes
  • 00:44:51
    petitions tweets whatever and tries to
  • 00:44:55
    do the right thing you can have a
  • 00:44:56
    citizen who's well informed and very
  • 00:44:59
    noisy but they're just promoting
  • 00:45:00
    themselves and that does not make a Civ
  • 00:45:02
    that does not make a society that just
  • 00:45:05
    makes self-aggrandisement something we
  • 00:45:07
    have alas a lot of in our country today
  • 00:45:10
    so I'm getting a bit sermonic which is
  • 00:45:13
    probably a sign that we should draw to a
  • 00:45:14
    close but uh it's uh intelligences
  • 00:45:18
    aren't enough it's what you use them for
  • 00:45:20
    that is so important
  • 00:45:23
    so we started with the standard view of
  • 00:45:25
    intelligence give somebody a test you
  • 00:45:27
    know how smart they are they're going to
  • 00:45:29
    be smart or dumb in everything and
  • 00:45:31
    that's their life chance because it came
  • 00:45:32
    from their grandparents and there's
  • 00:45:33
    nothing you can do about it why do I say
  • 00:45:35
    grandparents rather than parents well
  • 00:45:37
    because of course um when you look at
  • 00:45:40
    the genes of all of your grandparents
  • 00:45:41
    you're more likely to find out what
  • 00:45:42
    you're going to be like than if you just
  • 00:45:44
    look at your parents who only have a
  • 00:45:46
    certain amount from each grandparent so
  • 00:45:49
    um as a as a scholar many years ago I
  • 00:45:51
    realized that this was a very limited
  • 00:45:53
    view of intellect so I spent a lot of
  • 00:45:56
    years reviewing a lot of findings from
  • 00:45:58
    biology Evolution genetics anthropology
  • 00:46:02
    history prehistory I set up a set of
  • 00:46:05
    criteria for what comes up as
  • 00:46:07
    intelligence I had a definition about
  • 00:46:09
    solving problems and making things that
  • 00:46:11
    are valued and that became the
  • 00:46:14
    intellectual basis for Mi Theory I then
  • 00:46:17
    listed for you the eight intelligences
  • 00:46:19
    schools focus a lot in language and
  • 00:46:22
    logic but as we said the last part of
  • 00:46:24
    the talk we want them to focus on the
  • 00:46:27
    Arts we want to F them to focus on
  • 00:46:28
    interpersonal knowledge interpersonal
  • 00:46:30
    knowledge school can't just be a
  • 00:46:32
    language logic machine or we're going to
  • 00:46:35
    get people who are unethical and uncivic
  • 00:46:38
    um so I think there are at least eight
  • 00:46:41
    intelligence there may be a few more but
  • 00:46:43
    really what really is important is not
  • 00:46:45
    have I got the right list but rather
  • 00:46:47
    that we break the notion down that
  • 00:46:49
    intelligence is just one
  • 00:46:52
    thing and that it determines your fate
  • 00:46:55
    that's just a bad point of view so I
  • 00:46:58
    talked about the scientific implications
  • 00:47:01
    that we all have these intelligence is
  • 00:47:03
    that which make us human but we're
  • 00:47:05
    different and no two people have exactly
  • 00:47:07
    the same profile and then the
  • 00:47:09
    educational implications namely we
  • 00:47:12
    should know what our goals are and then
  • 00:47:14
    we can see how Mi Theory can um help us
  • 00:47:17
    achieve those goals um I talked a bit
  • 00:47:20
    about
  • 00:47:22
    individuation trying to have each person
  • 00:47:25
    learn and show what they know in a way
  • 00:47:28
    that makes sense for them about
  • 00:47:30
    pluralization presenting the same and
  • 00:47:32
    ideas in many different ways and that
  • 00:47:35
    entry points is one way of doing that I
  • 00:47:37
    talked about entry points for the
  • 00:47:39
    Explorer lesson where you have many
  • 00:47:41
    different ways in which kids can talk
  • 00:47:43
    about show what it is that they
  • 00:47:44
    understand and then I use the examples
  • 00:47:46
    from the discipline mind many different
  • 00:47:48
    ways to learn and to show what you've
  • 00:47:50
    learned about important issues in
  • 00:47:52
    history in science in the Arts then we
  • 00:47:56
    talked about assessment
  • 00:47:57
    popped it down in the list um because uh
  • 00:48:01
    everybody wants to know how to assess
  • 00:48:03
    intelligences and my point of view there
  • 00:48:06
    is don't use a paper and pencil test
  • 00:48:08
    create a rich
  • 00:48:10
    environment watch young people navigate
  • 00:48:13
    it uh when when it comes to adults I
  • 00:48:15
    used to
  • 00:48:16
    say fly to
  • 00:48:18
    Australia and then parachute to the
  • 00:48:20
    center of Sydney to the Outback um and
  • 00:48:24
    to the Great Barrier Reef and just watch
  • 00:48:26
    people for a few hours hours you'll know
  • 00:48:27
    what intelligences they have and which
  • 00:48:29
    ones they lack or you can go to Denmark
  • 00:48:32
    um or you can just go on a vacation with
  • 00:48:34
    your family and just watch who does what
  • 00:48:36
    and who does what well and so on brain
  • 00:48:40
    plasticity one of the amazing things
  • 00:48:42
    we've learned in recent years is that
  • 00:48:44
    even if you lose significant parts of
  • 00:48:46
    the brain you can still develop a range
  • 00:48:48
    of intelligences and even if you have a
  • 00:48:52
    significant handicap like being on the
  • 00:48:54
    autistic Spectrum if you use media well
  • 00:48:57
    you can enhance intelligences which
  • 00:48:59
    would seem to be very limited in the
  • 00:49:01
    case of autism linguistic and personal
  • 00:49:04
    intelligences finally and this was sort
  • 00:49:06
    of the the moral of the story we've got
  • 00:49:09
    this set of intelligences and we should
  • 00:49:11
    develop as many of them as possible life
  • 00:49:13
    is short so we can't develop them all to
  • 00:49:15
    a high degree but at the end of the day
  • 00:49:17
    it's what are we using the intelligences
  • 00:49:19
    for and if we don't use them for good
  • 00:49:23
    purposes then it's just as we just as
  • 00:49:25
    well not have the them at all so here's
  • 00:49:29
    a closing thought from a wise American
  • 00:49:32
    Reverend Martin Luther King Jr what uh
  • 00:49:36
    Dr King said intelligence plus character
  • 00:49:40
    that's the mark of a true education I've
  • 00:49:42
    been talking about intelligences um the
  • 00:49:45
    range of intelligences but character is
  • 00:49:48
    what you use those intelligences for are
  • 00:49:50
    you a good worker a good citizen and
  • 00:49:52
    only if you can answer that question in
  • 00:49:54
    a positive way do you really deserve to
  • 00:49:57
    be called a fully developed human
  • 00:50:00
    being thank you very much for your
  • 00:50:02
    attention um I hope that this uh this
  • 00:50:05
    ride was comfortable for you and if you
  • 00:50:08
    want to know more um you can go to my
  • 00:50:11
    own website Howard
  • 00:50:12
    garden.com you can go to multiple
  • 00:50:14
    intelligences decom where we have a lot
  • 00:50:17
    of more information about Mi if you want
  • 00:50:19
    to know about the good project um that's
  • 00:50:21
    the more recent work good project.org
  • 00:50:24
    and as some of you will know I am a
  • 00:50:27
    founding member of an organization
  • 00:50:28
    called project zero at Harvard we're
  • 00:50:30
    about to have our 50th Anniversary next
  • 00:50:32
    year and a lot of the educational
  • 00:50:34
    materials that we've developed are
  • 00:50:36
    described at pz. harvard.edu as well as
  • 00:50:39
    books that we've written and institutes
  • 00:50:41
    that we have we'll have two institutes
  • 00:50:43
    this summer and an Institute uh in
  • 00:50:46
    Washington DC in October and so even
  • 00:50:49
    though I've only talked to you for an
  • 00:50:50
    hour there's plenty to do if you want to
  • 00:50:52
    follow up
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