Philosophical and Psychological
Foundations of Education
QUOTATIONS BY PHILOSOPHER
 

Howard Gardner

Howard Gardner  

My Educational Philosophy
Quotations by Topic


Aristotle
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de Bary
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Excerpts from Extraordinary Minds

What to make of all of this? I say, pay one's respect to school and to IQ tests, but do not let them dictate one's judgment about an individual's worth or potential. In the end, what is important is an individual's actual achievements in the realms of work and personal life. ~ Howard Gardner, Extraordinary Minds, p. 42


One should not consider becoming an artist unless one is prepared to spend seven hours a day in front of an empty canvas. ~ Howard Gardner referring to a comment by Françoise Gilot, Extraordinary Minds, p. 75


Nearly all creators crave some kind of close confidant at the times of their most important breakthroughs. ~ Howard Gardner, Extraordinary Minds, p. 75


So long as they can help with the Maker's work, colleagues are likely to be cherished; but when their part in the play has been enacted, they are likely to be scuttled in favor of new collaborators and playmates. ~ Howard Gardner, Extraordinary Minds, p. 76


Freud never deviated from a belief in his abilities and in his potential to make important contributions. ~ Howard Gardner, Extraordinary Minds, p. 84


Framers of experience make a positive ally out of their asynchronies and thereby advance where others might fall by the wayside. ~ Howard Gardner, Extraordinary Minds, p. 85


"How queer to have so many selves. How bewildering." ~ Virginia Woolf's diary as quoted in Howard Gardner, Extraordinary Minds, p. 98


[Virginia Woolf] had little respect for those writers who found and adhered to a formula. ~ Howard Gardner, Extraordinary Minds, p. 101


"I am an average man with less than an average ability. I admit that I am not sharp intellectually. But I do not mind. There is a limit to the development of the intellect but not of that of the heart. ~ Mahatma Gandhi as quoted in Howard Gardner, Extraordinary Minds, p. 113


One can judge a pattern of behavior as moral, amoral, or immoral only if one is informed about the context in which that thought or action takes place. ~ Howard Gardner, Extraordinary Minds, p. 131


Extraordinary individuals can focus their attention for many hours at a time, screening out even the most dissonant of stimuli. ~ Howard Gardner, Extraordinary Minds, p. 134


One must exploit the asynchronies that have befallen one, link them to a promising issue or domain, reframe frustrations as opportunities, and, above all, persevere. ~ Howard Gardner, Extraordinary Minds, p. 135


One needs thick skin to withstand the scrutiny that attends almost every breakthrough. ~ Howard Gardner, Extraordinary Minds, p. 141


There is a risk for the individual who remains forever in training. At a certain moment, she must test her wings and risk flying solo in an often hostile environment. ~ Howard Gardner, Extraordinary Minds, p. 144


To be sure to the extent that one allow one's story to be fashioned by a "spinmaster," one sacrifices autonomy to formula. ~ Howard Gardner, Extraordinary Minds, p. 145


Seek feedback and listen to what others are saying. Do not be overwhelmed; it is important not to jettison one's own critical faculties. But, especially during formative years, savor the careful feedback of individuals knowledgeable in the domain. ~ Howard Gardner, Extraordinary Minds, p. 147


No individual can be in full control of his fate—our strengths come significantly from our history, our experiences largely from the vagaries of chance. But by seizing the opportunity to leverage and frame these experiences, we gain agency over them. And this heightened agency, in turn, places us in a stronger position to deal with future experiences, even as it may alter our own sense of strengths and possibilities. ~ Howard Gardner, Extraordinary Minds, p. 152


We must place ourselves inside the heads of our students and try to understand as far as possible the sources and strengths of their conceptions. ~ Howard Gardner, The Unschooled Mind


 

 
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