Howard Gardner Quotes About Children

Quotes about: Children

• We should spend less time ranking children and more time helping them to identify their natural competencies and gifts and cultivate these. There are hundreds and hundreds of ways to succeed and many, many different abilities that will help you get there.

  Howard Gardner

  Children, Different, Way

• I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place

  Howard Gardner

  Children, Mind, World

  Howard Gardner (2006). “The Development and Education of the Mind: The Selected Works of Howard Gardner”, p.166, Routledge

• Teaching which ignores the realities of children will be rejected as surely as any graft which attempts to ignore the body's immune system.

  Howard Gardner

  Children, Teaching, Reality

• Young children possess the ability to cut across the customary categories; to appreciate usually undiscerned links among realms, to respond effectively in a parallel manner to events which are usually categorized differently, and to capture these ori

  Howard Gardner

  Children, Cutting, Appreciate

• There are clear differences between child and adult artistic activity. While the child may be aware that he is doing things differently from others, he does not fully appreciate the rules and conventions of symbolic realms; his adventurousness holds little significance. In contrast, the adult artist is fully cognizant of the norms embraced by others; his willingness, his compulsion, to reject convention is purchased, at the very least, with full knowledge of what he is doing and often at considerable psychic cost to himself.

  Howard Gardner

  Children, Artist, Psychics

  Howard Gardner (1982). “Art, mind, and brain: a cognitive approach to creativity”

• When speaking to parents, I encourage them to take their child(ren) to a children's museum and watch carefully what the child does, how she/she does it, what he/she returns to, where there is definite growth. Teachers could do the same or could set up 'play areas' which provide 'nutrition' for different intelligences... and watch carefully what happens and what does not happen with each child.

  Howard Gardner

  Teacher, Children, Museums

  Source: howardgardner.com

• When a child is thriving, there is no reason to spend time assessing intelligences. But when a child is NOT thriving - in school or at home - that is the time to apply the lens of multiple intelligences and see whether one can find ways to help the child thrive in different environments.

  Howard Gardner

  Children, Home, School

  Source: howardgardner.com

• In the United States, if you ask teachers, "Are there children whom we should call 'gifted?'", many if not most will say 'No.' That's the politically correct answer. But if you then ask the teacher to rank order students in terms of how well they paint or write or dance, they'll have little difficulty in doing so.

  Howard Gardner

  Teacher, Children, Writing

  Source: howardgardner.com

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