Mind you
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This document summarizes Howard Gardner's theory of five minds for the future that are important for education. The five minds are: the disciplined mind, the synthesizing mind, the creating mind, the respectful mind, and the ethical mind. It discusses the features and development of each mind. It argues that without cultivating these five minds, individuals will be limited in their abilities and society will lack responsible citizens. It concludes by emphasizing the importance of developing these minds through education to prepare students for an uncertain future.
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17
The Five Minds for the Future
HOWARD GARDNER
Graduate School of Education, Harvard University
At the start of the third millennium, we are well attuned to considerations
of “the future.” In conceptualizing the future, I refer to trends whose
existence is widely acknowledged: the increasing power of science and
technology; the interconnectedness of the world in economic, cultural, and
social terms; and the incessant circulation and intermingling of human
beings of diverse backgrounds and aspirations.
As one who has witnessed discussions of the future all over the world,
I can attest that belief in the power of education—for good or for ill—is
ubiquitous. We have little difficulty in seeing education as an enterprise—
indeed, the enterprise—for shaping the mind of the future.
What kind of minds should we be cultivating for the future? Five types
stand out to me as being particularly urgent at the present time. One by
one, let me bring them onto center stage.
I. The Disciplined Mind
In English, the word “discipline” has two distinct connotations. First, we
speak of the mind as having mastered one or more disciplines—arts, crafts,
professions, scholarly pursuits. By rough estimates, it takes approximately
a decade for an individual to learn a discipline well enough so that he or
she can be considered an expert or master. Perhaps at one time, an individual
could rest on her laurels once such disciplinary mastery has been initially
achieved. No longer! Disciplines themselves change, ambient conditions
change, as do the demands on individuals who have achieved initial mastery.
One must continue to educate oneself and others over succeeding decades.
Such hewing of expertise can only be done if an individual possesses dis-
Schools: Studies in Education, vol. 5, nos. 1/2 (Spring/Fall 2008).
� 2008 by Howard Gardner. Reprinted by permission of the author.
18 Schools, Spring/Fall 2008
cipline—in the second sense of the word. That is, one needs continually to
practice in a disciplined way if one is to remain at the top of one’s game.
We first acquire a “disciplined mind” in school, though relatively few of
us go on to become academic disciplinarians. The rest of us master dis-
ciplines that are not, strictly speaking, “scholarly,” yet the need to master
a “way of thinking” applies to the entire range of workers—whether it be
lawyers, engineers, crafts persons, or business professionals involved with
personnel, marketing, sales, or management. Such education may take in
formal classes or on the job, explicitly or implicitly. In the end, a form
of mastery will be achieved, one that must continue to be refined over
the years.
Nowadays, the mastery of more than one discipline is at a premium.
We value those who are interdisciplinary, multidisciplinary, or transdisci-
plinary. But these claims must be cashed in. We would not value a bilingual
person unless he or she can speak more than one language. By the same
token, the claim of pluridiscip ...
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International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
CREATIVITY & CRITICAL THINKING - Life Skills Training for High School
Creativity and critical thinking are fundamental to students becoming successful learners. The ability to think critically is an essential life skill; as the world changes at an ever-faster pace and economies become global, young adults are entering an expanding, diverse job market. To remain relevant in the highly competitive world that we are today, it is necessary now more than ever before to ensure that you possess the thinking power to flexibly and creatively solve problems on a daily basis.
Leibowitz being and becoming a good university teacher
presentation made by Brenda Leibowitz at the OLKC Conference in Milan in April 2015. The presentation concerns theory informing research on learning to teach
Joe Renzulli's Keynote @ 20th Biennial World Conference (WCGTC) Louisville, K...
Joe Renzulli's Keynote @ 20th Biennial World Conference (WCGTC) Louisville, K...World Council for Gifted and Talented Children
This document discusses factors that contribute to the development of leadership skills and social capital in gifted young people and adults. It outlines several theories related to talent development, including Operation Houndstooth theory, Executive Function theory, and Co-cognitive Factor Intervention theory. The document emphasizes that gifted individuals have the potential to become leaders and influencers, and educational institutions have a responsibility to support their ethical, moral, social and emotional development in addition to cognitive development, in order to promote more socially constructive expressions of giftedness.Fostering and Assessing Creativity and Critical Thinking in Education by Andy...
This presentation was given by Andy Penaluna of the University of Wales and of the Royal Society for the encouragement of Arts, Manufactures and Commerce at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
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17The Five Minds for the FutureHOWARD GARDNERGraduat.docx
International Journal of Humanities and Social Science Invention (IJHSSI)
International Journal of Humanities and Social Science Invention (IJHSSI)
CREATIVITY & CRITICAL THINKING - Life Skills Training for High School
CREATIVITY & CRITICAL THINKING - Life Skills Training for High School
Leibowitz being and becoming a good university teacher
Leibowitz being and becoming a good university teacher
Joe Renzulli's Keynote @ 20th Biennial World Conference (WCGTC) Louisville, K...
Joe Renzulli's Keynote @ 20th Biennial World Conference (WCGTC) Louisville, K...
Fostering and Assessing Creativity and Critical Thinking in Education by Andy...
Fostering and Assessing Creativity and Critical Thinking in Education by Andy...
Mind you
- 2. Envisioning our children’s future
- 12. Do we Mind ? “ Through education we need to help students find pleasure in what they have to learn.” Plato
- 22. Do we Mind? Next time you think about carrying out a project with your students or colleagues...
- 23. “ 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.” Bill Clinton
- 24. The Creating Mind Going beyond existing knowledge and syntheses to pose new questions, offer new solutions, or fashion words that stretch existing genres.
- 27. Do we Mind? Educating a creator across the age span Childhood *Foster exploration *Pursue hobbies and activities that feature more than one right answer *Show several ways in which a problem can be solved Adolescence *Foster constructive criticism *Envision possibilities that are quite different from their current realities (utopias, counterfactual historical accounts) Adulthood “ When I was young, ideas came to me; as I age, I must go halfway to meet them.” Sigmund Freud
- 28. The Respectful Mind Responding sympathetically and constructively to differences among individuals and among groups. Seeking to understand and work with those who are different, extending beyond mere tolerance and political correctness.
- 30. “ learn to live with the differences” When people see some things as beautiful, Other things become ugly. Difficult and easy support each other. Long and short define each other. High and low depend on each other Before and after follow each other. Tao Te Ching Lao-Tzu
- 31. The value of respectfulness Teamwork depends more on the management skills than on the technical expertise of their leaders.
- 32. The Ethical Mind Abstracting crucial features of one's role at work and one's role as a citizen and acting consistently with them.
- 34. Good work “ If education is preparation for life, it is in many ways the preparation for a life of work. Educators should prepare young people for a life marked by good work.”
- 38. Some final thoughts... “ The empires of the future will be the empires of the mind.” Winston Churchill “ Even if I knew that tomorrow the world would go pieces, I would still plant my apple tree.” Martin Luther King
- 39. Thank you insightsinteaching.com/blog