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The Disciplined Mind: Beyond Facts and Standardized Tests, the K-12… (1999)

af Howard Gardner

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238384,329 (4.16)Ingen
"Howard Gardner's concept of multiple intelligences has been hailed as perhaps the most profound insight into education since the work of Jerome Bruner, Jean Piaget, and, even earlier, John Dewey. Now in The Disciplined Mind, Gardner pulls together the threads of his previous works in a major new synthesis aimed at parents, educators, and the general public alike. The Disciplined Mind looks beyond such parochial issues as charters, vouchers, unions, and affirmative action in order to explore the larger questions of what an educated person should be and how such an education can be achieved for all students. Gardner eloquently argues that the purpose of K-12 education should be to enhance students' deep understanding of truth (and falsity), beauty (and ugliness), and goodness (and evil) as defined by their various cultures. With this stance, Gardner transforms the tired debate between "traditionalists" and "progressives."" "In an effort to reconcile conflicting educational viewpoints, he proposes the creation of six different educational pathways that, when taken together, could satisfy people's concern for student learning and their widely divergent views of what knowledge and understanding should be."--Jacket.… (mere)

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I generally agree with Gardner that taking a multifaceted approach to education by engaging multiple modes of learning is important, and it is better to focus on fewer topics with greater depth than to broaden the scope to many topics with shallow depth. This is in large part, because if you engage deeply with a small number of topics an opportunity for building tools opens up, which can then be applied to any number of topics. At the same time, I am sympathetic to Ed Hirsch's approach of cultural literacy in the sense that a sense of context and material to work with is necessary to utilize tools. I have seen many students caught in a circle of not knowing how to find information on the internet because they do not know enough to get started. This brings me to the idea that you need to know something to find something. You cannot look up a word in the dictionary if you do not know that the word exists. ( )
  aevaughn | Oct 4, 2018 |
Some time since I read this, but Gardners argument for a "humane" education that should pique students interests has always seemed persuasive. ( )
  jbeckton | May 24, 2008 |
I can't imagine a better single explanation about what education should be. He hints at just enough of his own worldview to tell me we wouldn't agree on everything. But in a way, that is the point, because Gardner adeptly conveys that an educated mind is one that can intelligently assess ideas at a level beyond initial impressions and patterns. The antithesis of his ideal is the "cultural literacy," which Gardner equates as a "barn full" of facts absent the cognitive powers to abstract meaning and project into other problems. He uses three scenarios (evolution, The Marriage of Figaro, and the Holocaust) as subject matter for demonstrating his point that education must achieve depth before breadth. He also advocates truth, beauty, and good as the primary themes for education. ( )
  jpsnow | May 11, 2008 |
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"Howard Gardner's concept of multiple intelligences has been hailed as perhaps the most profound insight into education since the work of Jerome Bruner, Jean Piaget, and, even earlier, John Dewey. Now in The Disciplined Mind, Gardner pulls together the threads of his previous works in a major new synthesis aimed at parents, educators, and the general public alike. The Disciplined Mind looks beyond such parochial issues as charters, vouchers, unions, and affirmative action in order to explore the larger questions of what an educated person should be and how such an education can be achieved for all students. Gardner eloquently argues that the purpose of K-12 education should be to enhance students' deep understanding of truth (and falsity), beauty (and ugliness), and goodness (and evil) as defined by their various cultures. With this stance, Gardner transforms the tired debate between "traditionalists" and "progressives."" "In an effort to reconcile conflicting educational viewpoints, he proposes the creation of six different educational pathways that, when taken together, could satisfy people's concern for student learning and their widely divergent views of what knowledge and understanding should be."--Jacket.

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