5 Minds for the Future Multimedia Book Presentation <ul><li>Lisa Berg </li></ul><ul><li>Ed 6117 </li></ul><ul><li>Critical and Creative Thinking </li></ul><ul><li>MM Book Presentation </li></ul>
Why Does Professor Gardner believe our future requires these 5 minds? Video: 5 Minds For The Future by Howard Gardner http://video2.harvard.edu:8080/ramgen/GSE-UKNOW/uk_hg_int_mind.rm
Individuals without creating capabilities will be replaces by computers and will drive away those who do have the creative spark. Individuals without synthesizing capabilities will be over- whelmed by information and unable to make judicious decisions about personal or professional matters. Individuals without respect will not be worthy of respect by others and will poison the workplace and the commons. Individuals without ethics will yield a world devoid of decent workers And responsible citizens none of us will want to live on the desolute planet. Individuals without one or more disciplines will not be able to succeed at any demanding workplace and will be restricted to menial tasks.
The Synthesizing Mind The Creating Mind The Disciplined Mind The Respectful Mind The Ethical Mind
The Disciplinary Mind “Mastery of at least one way of thinking a distinctive mode of cognition that characterizes a specific scholarly discipline, craft, or profession.” (Gardner, pg.3)
<ul><li>Confirmed by numerous studies, to master a discipline requires at least 10 years of study and practice. </li></ul><ul><li>“ Students must see information not as an end in itself or as a stepping stone to more advanced types of information, but rather a means to a better practice.” (Gardner, pg. 30) </li></ul><ul><li>A vital reason for work in disciplinary knowledge is as the learner gains more understanding, the desire to learn more becomes a yearning. </li></ul>
4 Essential Steps to a Disciplined Mind “ Identify truly important topics or concepts within the discipline.” “ Spend a significant amount of time on this topic.” “ Approach the topic in a number of ways.” ( This is where this mind encounters Gardener’s Theory of Multiple Intelligences ) “ Most important, set up ‘performances of under-standing’ and give students opportunities to perform their under-standings under a variety of conditions. 1 2 3 4 (Gardner, Pgs 32-34)
The Other Kind of Discipline “ An individual is disciplined to the extent that she has acquired the habits that allow her to make steady and essentially unending progress to the mastery of a skill.” (Gardner, pg. 40)
Extraordinary Examples of the Disciplinary Minds: <ul><li>Famous for her work with radioactivity </li></ul><ul><li>Discovered the radioactive elements polonium and radium </li></ul><ul><li>1 st person to be a recipient of 2 Nobel Prizes (1903 &1911) in Physics and in Chemistry </li></ul>Marie Curie
John Keats <ul><li>Chose medicine as a profession and became a surgeon but spent most of his time in literary study. </li></ul><ul><li>Became an accomplished poet in his short life of 26 years. </li></ul>1795 - 1821
The Synthesizing Mind “ Takes information from disparate sources, understands and evaluates that information objectively, and puts it together in ways that make sense to the synthesizer and also to other persons.” (Gardner, pg.3)
Kinds of Synthesis <ul><li>Narratives </li></ul>
For more taxonomies visit: http:// projects.coe.uga.edu/epltt / Taxonomies
Complex Concepts Charles Darwin- “ The Concept of Natural Selection”
Rules and Aphorisms <ul><li>A hunch is creativity trying to tell you something. </li></ul><ul><li>A little learning is a dangerous thing, but a lot of ignorance is just as bad. </li></ul><ul><li>A winner never quits -- a quitter never wins. </li></ul><ul><li>All men naturally desire knowledge. (Aristotle) </li></ul><ul><li>By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third by experience, which is the bitterest. (Confucius) </li></ul>
<ul><li>German poet, dramatist, novelist, politician, and scientist </li></ul><ul><li>Considered Germany’s first “Public Intellectual” </li></ul>Johann Wolfgang von Goethe (1749-1832) Extraordinary Examples of the Synthesizing Minds:
Aristotle <ul><li>“ The Great Philosopher”(Pg.46) </li></ul><ul><li>Born 384 B.C.-Died 322 B.C. </li></ul><ul><li>Studied under Plato </li></ul><ul><li>Developed processes that would eventually lead to the conjecture of the Scientific Method. </li></ul>Former President Bill Clinton-“ I think intellect is a good thing unless it paralyzes your ability to make decisions because you see too much complexity. Presidents need to have what I would call a synthesizing intelligence.” ( Gardner, pg. 75)
The Creating Mind “ It brings forth new ideas, poses unfamiliar questions, conjures up fresh ways of thinking, arrives at unexpected answers.” (pg.3)
Do humans reach the peak of creativity by age 5?
WE as parents, educators, and community members, must take care to nourish the seeds of creativity.
Extraordinary Examples of the Creating Minds: Martha Graham (1894-1991) American dancer, choreographer, and teacher, was a world leading innovator of modern dance. Founder of: Dance Repertory Theater in New York; Bennington School of Arts at Bennington College in Vermont, and Martha Graham School of Contemporary Dance in New York Bill Gates Co-founder of Microsoft Software Company Philanthropist in areas of global health and learning Self-made billionaire.
The Respectful Mind “ Responding sympathetically and constructively to differences among groups; seeking to understand and work with those who are different; extending beyond mere tolerance and political correctness.” (Gardner, pg.157)
“ Messages of respect or disrespect, tolerance or intolerance are signaled throughout a society.” (Gardner, pg. 111)
Example of Educating toward a Respectful Mind <ul><li>http://www.edutopia.org/night-global-village </li></ul>A Night in the Global Village: Role-Playing Life in Poverty
Extraordinary Examples of the Respectful Mind: Miep Gies- helped hide Anne Frank and others from Nazi’s during WWII http://www.silkroadproject.org/ Yo Yo Ma’s Silk Road Project “ I have always been more curious as to what joins people together rather than what seperates them.” -Yo Yo Ma
The Ethical Mind “ Abstracting crucial features of one’s role at work and one’s role as a citizen and acting consistently with those conceptualizations; striving toward good work and good citizenship.” (pg.158)
<ul><li>We as educators cannot guide children to good work because the children do not know what work they will be doing in the future. But as role models we can provide the examples to grow to the ethical mind of good work. </li></ul>
Who’s to be the Judge? <ul><li>Is the work good or not? </li></ul>A good worker sets doctrine and guidelines that she can state clearly and thinks about them incessantly as she works. She checks with others to make sure she is following them and makes corrections if necessary. Work is done out in the open for review and the worker avoids hypocrisy by following the guidelines throughout.
The 4 M’s Toward the Ethical Mind <ul><li>Mission </li></ul><ul><li>Models </li></ul><ul><li>Mirror Test-Individual </li></ul><ul><li>Mirror Test- Professional Responsibility </li></ul>
Timeline for 5 Minds in Formal Education Respect Discipline Synthesis Ethics “ Creativity goes hand in glove with disciplinary thinking.” (Gardner Pg. 162)
<ul><li>Ellis, K. (Director). (2007). A Night In the Global Village: Heifer Ranch [Online video]. George Lucus Education Foundation. Retrieved June 18, 2009, from http://www.edutopia.org/night-global-village </li></ul><ul><li>Forehand, M. (2005). Bloom’s taxonomy: Original and Revised. In M.Orey (Ed.), Emerging perspectives on learning, teaching, and technology, Retrieved on June 6, 2009, from http:// projects.coe.uga.edu/epltt / </li></ul><ul><li>Gardner, H. (2008). 5 Minds for the Future . Boston: Harvard Business Press. </li></ul><ul><li>Gardner, H. (Director). (2009). 5 Minds for the Future [Online video]. Usable Knowledge Harvard Graduate School. Retrieved June 16, 2009,from http://www.uknow.gse.harvard.edu/teaching/video-teachTC106-607-uk_hg_hu_mind.html </li></ul><ul><li>Ma, Y. (2009). Silk Road Project . Retrieved June 16, 2009, from http://silkroadproject.org </li></ul>