Howard Gardner was recently interviewed by Tekman Education in Spain. For our Spanish speakers, the interview appears here in Spanish.
Below is the Q&A in English on which the published interview is based. Gardner answered questions ranging from neuroscience, global competence, and MI Theory, to his work on The GoodProject. For more on The GoodProject, please visit the website here.
Tekman Education Asks Howard Gardner
The neuroeducational perspective calls into question some aspects of multiple intelligences theory. Do you think that the theory is compatible with neuroscience or should it be understood as a didactic strategy? Why do you think it has been so successful in education?
Howard Gardner:
“MI theory” was developed in part on the basis of neurological evidence available in 1980. This was an important empirical basis for the theory; but of course we know much more about the brain now than we did forty years ago.
The theory now has an independent life, apart from the original research basis. And it has been applied in places—like schools—where it has been useful, even if the supportive research basis today would be more complete—and somewhat different—than it was in 1980.
Which information data collection methods do you recommend for the evaluation of a student's multiple intelligences? How can teachers know if they are doing it right?
Howard Gardner:
Careful observation of the child in diverse settings—especially to be recommended are children’s museums—along with observations from parents, relatives, and others who are close to the child. I value that first-hand evidence more than evidence from paper-and-pencil tests which are not well suited to measure most of the intelligences, (they are essentially language-logic instruments.)
In your view, what does global competence mean and how can teachers develop it in schools? How can we develop it in such a changing social, cultural and economic situation? How do you connect it with multiple intelligences?
Howard Gardner:
We evolved to live in small communities, largely with kinsmen. But as the pandemic reminds us, we are now interlocked with individuals from all over the world and, of course, transportation, commerce, mass media, and social media underscore that point. Any good education—from preschool to university—needs to be cognizant of this state of affairs and to prepare young people to negotiate life on the planet in the 21st century. This is not a point particularly about “MI” but if good education takes advantages of different cognitive profiles and different ways of teaching, then of course global education and global competence should take advantage of it as well.
Let’s talk about “Good Work” where you discuss how to get good work done that is both specialized and socially responsible. You recently said: "a bad person never becomes a good professional.” Does that mean that a good person is more likely to succeed? How do you suggest we promote being a good person in such a competitive world?
Howard Gardner:
Being a good person and being a good professional are NOT identical. You can be an excellent doctor or journalist and a lousy parent or spouse. Or you can be an exemplary parent or spouse and a poorly performing physician or reporter. But of course, it’s best if you are BOTH a good person AND a good professional.
While we don’t have “data” on the correlation, I suspect that if you are a good spouse and parent, you are more likely to be a good physician or journalist; and if you perform poorly in one role, you will probably perform poorly in the other role. But there will be exceptions, and we all know people who are better at one role than they are at the other.
The role of schools is quite clear at all levels in “Good Work.” You even provide an extensive guide “The Good Work Toolkit” for educators on your website. We are aware of the great influence that families have on their children. What then should be the role of parents in the development of this good work? How can they help?
Howard Gardner:
You are right. Parents, older siblings, and close relatives have tremendous influence on the behavior, attitudes, and understandings of children. Optimally, the stances taken by these individuals “near by” will be similar to those provided by teachers, religious leaders, and others in the broader community, not to mention messages on the powerful media!
But if the models provided outside the home are different from those provided in the home, then there is a special obligation on the part of the immediate family to indicate what is acceptable behavior and what is not.
Of course, there will be cases where the family itself is pathological or provides bad models. And then we have to depend on the broader society to provide alternative, powerful, and healthier models. The society has to challenge the adage that “the apple does not fall far from the tree.”
Do you think schools must dedicate a specific space and time to teach “good work” with specialized teachers, or should it be integrated in a transversal way in the educational culture of the school? Do you think that teachers are trained enough to do this job? To develop excellent, ethical and committed citizens is a great responsibility.
Howard Gardner:
Good question. It’s fine to have classes or spaces devoted to “good work.” In fact we have developed curricula devoted to this goal. (You can download them here.)
But far more important are the role models provided every day by the visible models—teachers, supervisors, coaches, and older peers. A teacher who is not a “good worker” will not be able to teach “good work” convincingly. And a teacher who is a “good worker” is teaching students every day, indeed every hour, about good work.
Teachers were once children—as were we all! And whether teachers are themselves good workers depends largely on the influences around them in their own childhood—see my answer above. Of course, it is possible to overcome pathological role models in one’s own life—the Bible and biographies of heroic figures are filled with examples of individuals who “straighten themselves out.” But it’s much easier and better to have a healthy start from early childhood.