Gardner's Work Research Articles

Developing the Directional Abilities through Individualization of the Educational Process

Each person is a unique individual - having different capacities and needs. We have to remember about it especially if we work with children in early education. The aim of this paper is to present the opportunity to develop the directional abilities of children through individualization of educational process. It will show examples of programs and projects that can serve as a model to follow. Its task is also to popularize model of education which is based on the theory of multiple intelligences by H. Gardner. The author of this theory has identified eight intelligences: linguistic intelligence, logical-mathematical intelligence, spatial intelligence, musical intelligence, bodily-kinesthetic intelligence, naturalist intelligence, interpersonal intelligence and intrapersonal intelligence. Most people can develop each intelligence to an adequate level of competency and this paper contains examples of how we can do that. Gardner's work on multiple intelligences has become an important topic of discussion in many corners of educational profession. The theory of multiple intelligences was an inspiration to the research project "Individualization and effectiveness of the education process and the directional abilities of students in an integrated early childhood education "(project tutor prof. S. Juszczyk.) The text contains re flections after the project. DOI: 10.5901/jesr.2013.v3n7p413

Bedrock, Erosion, and Form: Jorie Graham and Wittgenstein

Few phenomena gave me more delight than to observe forms which thawing sand and clay assume in flowing down sides of a deep cut on railroad. --Thoreau (344) On floor of empty carriage lay five or six kernels of oats which danced to vibrations and formed strangest patterns--I fell to pondering over it. --Kierkegaard (169) One of Marjorie Perloff's projects in Wittgenstein's Ladder is to delineate a (181) reading several contemporary poets directly influenced Wittgenstein, among them Robert Creeley, Rosmarie Waldrop, and Ron Silliman. I try to continue this work here reading Jorie Graham's poetry (though it may have been influenced Wittgenstein only indirectly), not so much with a Wittgensteinian poetics in view as with aim of advancing what Wittgenstein calls understanding which consists in 'seeing connexions' between cases (Philosophical Investigations [section]122), an understanding less occupied with constructing a theoretical edifice than with illuminating points of contact between that are already in front of us. I also try to follow work of Thomas Gardner on Graham's poetry, but again with a difference: where Wittgenstein is usually left hovering, though no doubt significantly, in background of Gardner's work (particularly in Regions of Unlikeness), I bring his writing to foreground, especially On Certainty. One reason for doing this is to make a case for importance of thorough applications of Wittgenstein in literary studies, where references to his philosophy, even in work of astute critics, are often cursory and misleading. Take, for example, Angus Fletcher's claim that Wittgenstein see[s] nothing good in Transcendental (73), a claim that would lump Wittgenstein with logical positivists from whose misreadings of Tractatus he took such pains to distance himself. While Perloff and Gardner, along with James Guetti, Walter Jost, and others, have done much to bring Wittgenstein to literary studies, there is still more, I think, to be done. First, a few words on supposed rift between Wittgenstein and Continental thought seem called for. Wittgenstein was, of course, first and foremost a Viennese, a Continental, and yet his philosophy is more regularly represented as analytic and therefore opposed to writings of, say, Derrida. This has obscured their often similar conclusions, particularly concerning how language functions according to an inherent errancy that guarantees meaning via ever-present prospect of its breakdown. Both Wittgenstein and Derrida propose this picture of language, though they do so in different ways--Derrida decentered, playful discourse and Wittgenstein associative remarks and condensed similes. Reading one without other risks calcification of interpretation against which both caution us--and against which Jorie Graham's poetry is constantly on guard. From first poem of her first book, Graham has taken up question of how meaning is simultaneously generated and frustrated, secured and set adrift, language. In The Way Things Work things would seem to include language itself, which functions by admitting / or opening away (Dream 3), solution (both answer and mixture). Graham believes in several particular things--ingots, levers and keys, cylinder locks and pulleys--and early in Philosophical Investigations Wittgenstein famously likens function of words to the tools in a tool-box: there is a hammer, pliers, a saw, a screw-driver, a rule, a glue-pot, nails and screws ([section]11). Similarly in Graham's poem, things, including words, function a variety of mechanisms, some of which fasten while others loosen: The way work / is that eventually / something catches. What are doing when they aren't catching is very condition which they eventually do catch; possibility of intelligibility (of grasping or catching drift of something) is ensured unintelligibility, evasion--a dynamic that Graham's work also investigates, laments, celebrates, and lets go (both liberates and allows). …

A Nation of Cheats

WHEN I HEARD that John Fremer, a long-time friend and Educational Testing Service psychometrician, had retired and now worked for Caveon.com, a firm dedicated to detecting cheating, I was amused. Snooping for cheats seemed like a trivial pursuit compared to the lofty testing enterprises he had undertaken at ETS. No more. I did not realize how much of a problem cheating has become. On National Public Radio's Diane Rehm Show last March, Howard Gardner of Harvard University observed that 75% of high school students admitted to having cheated on a test. As Gardner noted then, doesn't seem likely that students would admit to cheating if they had not. On the other hand, they might not admit to cheating if they had. That's one possible interpretation of the results of the latest Ethics of American Youth survey by Michael Josephson of the Josephson Institute of Ethics. In Josephson's survey of 24,763 students, the percentage admitting to having cheated dropped from 74% in 2002 to 62% in 2004. Those who admitted to cheating two or more times dropped from 48% in 2002 to 38% in 2004. The results have the researchers at Josephson baffled. None of the other 2004 results shows a dramatic shift. It could be that all the business scandals in the last few years have sensitized people to importance of not cheating. (Equally plausible, though, would be that the endless stream of corporate malefactors has only intensified the everyone does it mentality.) Or could be that cynicism has become more rampant and that students are simply lying about whether or not they cheated. On the phone, Michael Josephson seemed to be leaning toward the latter interpretation, although that is an inference on my part. Still, in the course of our conversation, he noted that, when he tours schools these days, he finds that many teachers and administrators are indifferent to cheating, something he attributes mostly to the juggernaut of high- stakes testing. Gardner, for his part, attributes widespread cheating to boring assignments, the pressure to get into the right college, and teachers' tendency to overlook the problem they don't want to fight with the kids and their parents for five years. He also feels that the prevalence of cheating is a result of the combined failure of teachers and parents to make clear why you shouldn't cheat. Without instruction, is not clear to kids. For me, this brings to mind the old sociological distinction between shame cultures and guilt cultures. In shame cultures, it's bad to get caught doing a prohibited thing because then you get publicly shamed; guilt cultures rely on that still small voice that tells you not to do wrong. When I learned this distinction 45 years ago, was clear that America was a guilt culture. During the intervening decades, I'd guess we have shifted a long way toward shame. Another finding in the Josephson results that is difficult to explain is that students in private religious high schools admit to the most cheating (66%, down from 78% in 2002), while those in private secular high schools admit to the least (46%, down from 54% in 2002). The responses to other questions about cheating stand in stark contrast to the percentage who admit to having cheated. Only 22% agreed that people who lie, cheat, or break the rules are more likely to get ahead; only 6% thought their parents would prefer them to cheat rather than get bad grades; 84% agreed with the statement It's not worth to lie or cheat because hurts your character. A finding that is common to Gardner's work and Josephson's survey is that people want to be moral. Studying young aspirants in journalism, genetics, and acting, Gardner and a team of researchers (Wendy Fischman, Becca Solomon, and Deborah Greenspan) found that their interviewees wanted to be moral people. However, they often yielded to the reality that people around them were cutting ethical corners. …

Assessing the 20-Year Impact of Multiple Intelligences on Schooling

The article analyzes one claim that I make about Howard Gardner's work on MI: Multiple intelligences has had the greatest influence on educators’ beliefs and talk about differences in children's intelligence, moderate to high influence on the formal curriculum and instructional materials, and least influence on mainstream teaching and assessment practices. Based on that analysis, I ask and answer one question: Why has the influence of MI been highest on educators’ beliefs and language and least on classrooms practices ?

Assessing the 20-Year Impact of Multiple Intelligences on Schooling

The article analyzes one claim that I make about Howard Gardner's work on MI: Multiple intelligences has had the greatest influence on educators’ beliefs and talk about differences in children's intelligence, moderate to high influence on the formal curriculum and instructional materials, and least influence on mainstream teaching and assessment practices. Based on that analysis, I ask and answer one question: Why has the influence of MI been highest on educators’ beliefs and language and least on classrooms practices ?

Might Outdoor Education Help Develop Intelligence?

Have you ever thought that participants in outdoor education programs might develop greater intelligence through their experience? While once intelligence was thought of as a single entity (remember, we measured it with an IQ test), in 1985 Howard Gardner, psychologist and Professor of Education at Harvard Graduate School of Education presented a theory of multiple intelligences in his book Frames of Mind. He put forward a list of seven intelligences - linguistic, logicalmathematical, spatial, bodily kinesthetic, musical, interpersonal, and intrapersonal. For Gardner, intelligence refers to a defined ability to solve problems or produce something valued by a culture. His criteria for accepting an ability as an intelligence is based on a combination of evolutionary history and what he calls 'brain evidence for its existence in the nervous system'. His thesis is that all human beings have these multiple intelligences but we don't have the same strength in each area, nor the ability to draw on the same amalgam of them when undertaking a particular task. To apply this thesis to an outdoor activity example, if we look at two people sailing a small boat, we might surmise that performance of each person collectively is based on an amalgam of spatial, bodily kinesthetic, intrapersonal and interpersonal intelligence. They need to be aware of where they are and where they are going and possess the skills to work the sails and the helm. Also, each needs to know the limits of their personal skill and have the ability to communicate with the .other and work together. At the time he proposed his theory of multiple intelligences Gardner said that there may be more than the original seven. In 1996 he added an eighth. This he labeled the Naturalist Intelligence and said it: designates the human ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers and farmers; it continues to be central in such roles as botanist and chef. If we go back to my sailing example, we can probably add naturalist intelligence to the amalgam. The performance of the sailors might be dependent on discerning where the wind is blowing at the most advantageous angle and strength, what currents and tides might affect their progress, and interpreting how quickly clouds on the horizon will bring in a storm. High level performance in any outdoor recreation skill might indicate a high level of naturalist intelligence as much as it might a high level of bodily kinesthetic intelligence. The existence of naturalist intelligence would seem to be a very good reason for providing more opportunities for experience of natural settings. Tom Hoerr, writes that: today's youth spend their summers in airconditioned malls or playing sports on urban fields or black-topped courts. As a result, kids have few opportunities to acquaint themselves with nature, to develop their naturalist intelligence and make sense of the world of plants and animals. Sound familiar? Such a statement could come straight out of books of philosophies for outdoor or environmental education. But Hoerr is not just lamenting the loss of contact with nature, that loss of opportunity for outdoor experience leads to a reduction in intelligence. Gardner's work and what I read of its application by others had immediate appeal to me as I read on, and I could relate to it through some of my own experiences in teaching outdoor education at University level. I aimed to provide a range of experiences that stimulated students to connect with the natural environment. One activity for a bush camp was to research a native bird and then report sightings of that bird and its behaviour to other class members, I assigned one of six birds to each student based on the birds I knew would be common in the area. …

Foundations of Educational Psychology: Howard Gardner's Neoclassical Psyche

This article is a theoretical examination of the implications of Howard Gardner's work in developmental and educational psychology (1983, 1993, 1999a, 1999b) for the structure of the psyche. The author accepts as axiomatic, in the context of this article, Gardner's educational manifesto (1999a) that all students should be taught disciplinary understandings of truth, beauty, and goodness. Rational inferences are then made indicating that the psyche that Gardner intends to educate and help develop is in the form of a neoclassical psyche and that it is structured by the capacities to know truth, to love beauty, and to will goodness.

Out of words: The æsthesodic cine‐eye of Robert Gardner: An Exegesis and Interview

Anthropological evaluations of the film work of Robert Gardner have been compromised by their reluctance to engage with it as art, and more broadly, to celebrate rather than vilify the aesthetic possibilities of the genre of ethnographic film. Even recent experiments with reflexivity have done little to challenge the realism that undergirds anthropological reception of non‐fiction film. By contrast, this article and interview considers Gardner's work as both anthropology and art. In particular, it addresses the evolving dialectic of the verbal and the visual in his films, from Bhinden Harbour (1951) to Passenger (1998). It also argues that recent efforts by anthropologists to rethink the concept of culture from a post‐semiotic perspective, foregrounding corporeal embodiment in the constitution of culture as much as the self, expand the theoretical boundaries of visual anthropology. In turn, it suggests that this reorientation towards sensation and perception should allow for a more approbatory understanding of Gardner's films.

Response to Nicholas Allix

Howard Gardner Michael Connell Harvard Graduate School of Education Note In what follows, the authors comment on Nicholas Allix's contentions about the theory of multiple intelligences. The first part of the response, directed towards a characterisation of Gardner's work, is in the first person singular; the section on neural networks is in the third person; and the final section, discussing more general points, is in the first person plural. In reading Nicholas Allix's article, I feel `hemmed in' by two perspectives, neither of them approaching the heartland of my theory of multiple intelligences. On the one side, there is a critique about philosophy of science; on the other, there is a celebration of artificial neural networks. Each of these has a certain interest, but they are remote, to say the least, from my enterprise in presenting a `theory of multiple intelligences'. I therefore begin by giving an account of what I actually sought to achieve; then, in conjunction with Michael Connell, I comment on Allix's two perspectives; and I conclude by indicating some specific points of misunderstanding and disagreement. Multiple intelligences theory In putting forth this theory (Gardner 1983/1993) I sought to achieve three goals: (a) to critique the predominant perspective, the psychometric belief in `g' or general intelligence; (b) to suggest an alternative, richer way of conceptualising human intellect; (c) to draw out some educational implications of this new perspective. My approach was unprecedented in the psychological study of intelligence. Rather than looking at the results of test batteries and trying to ferret out the underlying factor or factors, I instead synthesised information drawn from a variety of scientific sources. In so doing, I drew principally on biology (what is known about brain organisation, what we suspect to be true about human evolution); anthropology (the particular roles and abilities that are valued across a variety of cultures); and psychology (special attention to populations with unusual profiles, like autistic individuals and prodigies). This survey--along with the application of the eight criteria mentioned by Allix--has yielded at least eight discrete intellectual faculties. The notion of `symbols' and `symbol systems' plays an important role in my approach to psychology. My usage comports generally with that of my teacher Nelson Goodman (1976), and I have myself written extensively on that topic, offering definitions in several of my works (Gardner 1979, 1983/1993, 1998; Gardner, Howard, & Perkins, 1974). I distinguish external symbols (the marks that have consensual reference within a community) and internal symbols (the ways in which individuals codify, represent, and manipulate various kinds of information). The level of symbol analysis is central to a study of intelligence because it allows one to make contact both with our biological heritage (humans are symbol using and creating animals) and our historical and cultural heritages (cultures survive by transmitting various symbolic codes and practices). In putting forth this view, I am hardly stating anything that is controversial in philosophy or the social sciences, though I would like to think that I have given it new force within developmental psychology and education. In recent years, my colleagues and I have developed various educational interventions based on the theory. These interventions include curricular, pedagogical and assessment programs. We have always pointed out, however, that one cannot go directly from a scientific (in this case psychological) theory to a set of recommendations. And so we have neither mandated particular proposals nor, except in rare cases, issued judgements about programs devised by other educators influenced by the theory. View of science Allix charges that the theory is based on a logical-empiricist approach to science. …

Primary prevention: educational approaches to enhance social and emotional learning.

The 1995 publication of Goleman's Emotional Intelligence triggered a revolution in mental health promotion. Goleman's examination of Gardner's work on multiple intelligences and current brain research, and review of successful programs that promoted emotional health, revealed a common objective among those working to prevent specific problem behaviors: producing knowledgeable, responsible, nonviolent, and caring individuals. Advances in research and field experiences confirm that school-based programs that promote social and emotional learning (SEL) in children can be powerful in accomplishing these goals. This article reviews the work of the Collaborative to Advance Social and Emotional Learning (CASEL), its guidelines for promoting mental health in children and youth based on SEL, key principles, and examples of exemplary programs.

Real-time Rendering of 3D Clouds

Abstract The visual realism of a computer graphics simulation of outdoor scenery is greatly enhanced by a realistic display of clouds. In this paper, we present an algorithm based on Gardner's work that can render perspectively-correct 3D clouds in real time on current graphics hardware. The use of 3D ellipsoids as primitives permits even close-ups without the viewer noticing the approximation. We describe an implementation using OpenGL.

The Novels of John Gardner: Making Life Art as a Moral Process (review)

Reviewed by: The Novels of John Gardner: Making Life Art as a Moral Process Robert A. Morace Leonard Butts . The Novels of John Gardner: Making Life Art as a Moral Process. Baton Rouge: Louisiana State UP, 1988. 143 pp. $22.50. The Novels of John Gardner grew from a chapter in Leonard Butts's 1979 dissertation to become the most recent addition to the long list of books about a writer whose reputation remains doggedly and surprisingly insecure. In taking "an obvious and necessary first step" away from the more or less critical introduction approach of his able predecessors, Greg Morris (A World of Order and Light, 1984) and David Cowart (Arches and Light, 1984), Butts does not so much strike out in a radically new direction as begin to fine tune earlier assessments, working toward a clearer and more specific understanding of Gardner's achievement by narrowing the discussion to the ways in which the main characters in Gardner's novels either succeed or fail as artists or as artist-figures. In making his case for "making life art as a moral process," as the book's awkward subtitle puts it, Butts does not challenge Gardner's definition of, or self-proclaimed faith in, "moral art," but he does explain what many have, perhaps willfully, failed to notice: that for Gardner, morality and moral fiction are never didactic, always evolving toward the goal of "aesthetic wholeness." Butts's readings are closely argued and sharply focused; his pairings of the ten novels in five chapters on the basis of similar characters, settings, ideas, or (in the case of stillness and shadows) chance circumstances, rather than order of publication, yield interesting results, including new insights into the ways in which compassion, community, saintly intercessors, and ominous strangers figure in Gardner's work. Butts's "Conclusion: A Brief Evaluation of the Novels," on the other hand, proves rather disappointing: perfunctorily written, as if only reluctantly appended. Butts is clearly in sympathy with Gardner's stated aims, intuitively able to take the author at his word, at least insofar as that word was made flesh in that [End Page 304] less than entirely reliable guide to Gardner's own art, On Moral Fiction (1978). Butts's emphasis on affirmation and aesthetic wholeness leads him away, however, from the evolutionary process of "making life art" to the positing of an ultimately static product, a consumable fiction of transcendent meanings, at the expense of that play of images, ideas, voices, and forms the analysis of which would, I believe, begin to establish Gardner's reputation as a decidedly contemporary writer in ways that much of the published criticism has failed to do. Read in the contextual glare of On Moral Fiction, Gardner's novels do indeed seem to invite the kind of reconciliation and resolution to which the majority of his most sympathetic critics have committed themselves, but to embrace "the buzzing blooming confusion," as Gardner, quoting William James, called it, ought to be the task not only of Gardner's characters but also of his critics: to embrace, that is, a less cloying and more ambiguous "aesthetic wholeness." Rather than speaking so confidently of "Gardner's actual intent" (or deciding that Taggert Hodge did in fact murder Clive Paxton, a matter which The Sunlight Dialogues leaves notably unclear and unresolved), Gardner's critics would do well to pay less attention to Gardner's theories and more to those of, say, Bakhtin, whose dialogism may well tell us more about the novels than has yet been said. Put another way, Gardner criticism remains too safely within the boundaries set by the writer himself when speaking in but one of his several voices. Robert A. Morace Daemen College Copyright © 1989 Purdue Research Foundation

Gardnerella vaginalis-Associated Leukorrhea: The Disease and Its Treatment

Historically, infectious has been classified as trichomonal, yeast-associated, or nonspecific. In 1953, Leopold [1] identified an agent recovered from the urethra of men with prostatitis and women with clinical cervicitis that he felt belonged to the Haemophilus genus. Soon afterward, Lutz and Wurch [2] identified a similar organism in women with vaginal discharges. In a landmark paper in 1955, Gardner and Dukes [3] provided a detailed description of a clinical leukorrhea syndrome associated with this organism, and they unequivocally proclaimed Haemophilus vaginalis as the major cause of vaginitis. They proposed that the term nonspecific vaginitis be reserved for patients who did not show evidence of Trichomonas vaginalis, pathogenic yeasts, or H. vaginalis organisms. Since then, controversy has persisted regarding the role of this organism in and its appropriate treatment. In addition to these questions, the taxonomy of this organism has been repeatedly questioned. In 1963, Zinnemann and Turner [4] recommended that the organism be reclassified as Corynebacterium vaginale. In 1980, the organism was once again reclassified into a new genus and named Gardnerella vaginalis [5], in recognition of Gardner's work.

Meditation and the Structure of Donne's "Holy Sonnets"

In recent years two important works dealing with Donne's Sonnets have appeared. I am referring of course to Miss Gardner's edition of The Divine Poems and to The Poetry of Meditation by Professor Louis L. Martz. Mr. Martz moves far beyond the scope of Miss Gardner's critical work, tracing the meditative tradition in poetry throughout the seventeenth century. The chief accomplishments of Miss Gardner's work are a regrouping of the poems and a thorough annotation. It is interesting to note that both Miss Gardner and Professor Martz reached independently several conclusions in regard to the structure of the Holy Sonnets :

Dollars, Sterling, and the Sterling Area

THE books by Bell and Polk on sterling and the sterling area and the book by Gardner on the Anglo-American negotiations of the postwar agreements that dealt with monetary and trade arrangements are important contributions; the first two serve to enhance our understanding of the sterling area system as it has operated in the postwar years, while Gardner's work provides us with a picture of what the representatives of these two key countries in trade and finance thought the major postwar problems would be and how they attempted to work out solutions to these problems.