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LEARNING AND MIND with Howard Gardner (3 Programs)
LEARNING AND MIND is Howard Gardner’s all new three DVD series - for educators and policymakers. Decades of research culminate in his definitive treatise on the current state of MI (Multiple Intelligences) theory, what we know about learning and ‘understanding’, and which intellectual capacities will matter most in a rapidly changing world. Gardner takes your students on an epic journey from the cognitive revolution of the 1950’s to today’s revolutions in biology, technology, lifelong learning and globalization. On this sweeping canvas, he demonstrates what intelligence is (and isn’t), what ‘disciplinary understanding’ is (and how to achieve it), and how rapidly changing economic, technological and ethical contexts will frame the big questions of tomorrow.
*Click here to VIEW CLIP
*Each one-hour DVD is accompanied by an Instructor’s Package with material outlines, discussion topics, and more!
DVD ONE - MULTIPLE INTELLIGENCES
1. Intelligence & Intelligences
2. MI Theory Now
3. Claims & Implications
4. MI: myths & reality
5. The Assessment Question
6. Intelligences & the Future
In this all-new presentation, Gardner brings us current on MI theory. From evolutionary psychology and genetics, to anthropology and the study of ‘special populations’, he reveals the 8 intelligences identified by MI theory - and the empirical criteria used to identify them. Using a ‘computational’ model, Gardner illustrates how we all possess varying combinations of these ‘8 computers’, and what this means for ‘individuation’ and ‘pluralization’. Gardner then demonstrates how intelligence is both heritable and developable - while looking at ways we can nurture multiple intelligences. Here, he illustrates the relationship between ‘intelligence’, sensory systems, and learning styles - and reveals why there can be no singular MI approach. Turning to the ‘assessment question’ Gardner now suggests how to best assess the intelligences and for what purpose. Finally, Gardner wills us to consider the ethical dimension: "Intelligence for what?"
DVD TWO - UNDERSTANDING
1. Disciplines & Performances
2. Developing ‘Understanding’
3. The Disciplined Mind
4. MI meets Understanding
5. Challenging the Unschooled Mind
6. Understanding in the Digital Age
Gardner argues that a principle goal of developing the human mind must be ‘disciplinary understanding’. Dismissing trivial notions that have to do with memorization’, Gardner reveals why ‘understanding’ must mean the ability to flexibly apply disciplinary knowledge and skills to new situations or problems.
At the same time, he illustrates how intuitive theories of the ‘unschooled mind’ make disciplinary understanding both counter-intuitive and difficult to develop - from the sciences and math, to the arts and humanities. Toward reaching the goal of "key understandings" across the academic, artistic, and even moral domains, Gardner demonstrates the four necessary components of educating for understanding. In turn, he proposes how MI can yield ‘multiple entry points’ to the mastery of skills and concepts. Using vivid images, he illustrates why only ‘deep immersion’, not the accumulation of facts, will get us to "understanding". Looking to the future, Gardner argues that globalization and the digital revolution will demand even more challenging ‘interdisciplinary thinking’ along with new models of ‘synthesis’ to cope with unprecedented amounts of information.
DVD THREE - FIVE MINDS FOR THE FUTURE
2. Five Minds
3. The ‘Triple Helix’ of Good Work
4. The Educator’s Solution
5. Minds in a Digital Age
Four "megatrends" are changing our world and the nature of learning. Globalization interconnects every aspect of our lives. The biological revolution in brain science and genomics is uncovering differences and universals that will affect how we teach and learn. From Wikipedia and social media to online education, the technological revolution poses new questions about how much education should take place in the digital world and on smart devices. Lifelong-learning is both a revolution and an economic necessity which is outmoding idea of circumscribed ‘K-12’ schooling. In the context of these accelerating megatrends, Gardner reveals ‘five minds for the future’ - the intellectual and relational capacities that will be required tomorrow. Then, using his ‘triple helix of good work’, he passionately demonstrates why intelligence and learning can’t be abstracted from big questions about ‘what kind of world we want?’ or ‘what makes a good person?’ As every area of life is subsumed by market forces, Gardner highlights the goals, obstacles, and ethical dilemmas which will confront every profession and domain. Challenging us with the ‘figure ground’ struggle in education, Gardner asks if our focus will be on test scores and rankings, or the kinds of individuals and societies we want to foster.