Теория за петте ума на бъдещето

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Теория за Петте ума на бъдещето – презентация и филм Лекция, изнесена от проф Хауърд Гарднър на 17 ноември 2009 г. в Софийски университет "Св Климент Охридски”, България.

Howard Gardener Five Minds For The Future The plan for the talk is simple. I will make a word of explanation at the beginning, Then introduce the five minds. And then talk a bit about how to nurture and develop them. This is the explanation or disclaimer. When I talk about eight or nine intelligences, I’m putting forth a scientific hypothesis. It will be proved right or wrong, or intermediate by further research. When I speak about the five minds, This is not a scientific claim. This is a policy recommendation Based on my own observations and reflections About the time in which we are living. Now I’m well aware of the huge differences In conditions between the U.S. and other countries, including Bulgaria. And also the difference between families who have affluence and choice And can send their children to an international bilingual school. And families which are lucky if they can have enough to eat And don’t have any books or computers in the home. I’m well aware of those differences. But in my talk today, I’m going to try and give a very broad prospect And no matter what school you are most familiar with, No matter what country you are most familiar with, I hope that this vision will speak to you. Where I teach, at Harvard, We’ve been thinking a lot about What would learning be like in the 21st century and beyond? This slide shows the four big factors that we are focusing on. First of all: Globalization. Globalization involves the movement of huge numbers of people Into big cities, megacities, all over the world. Immigrants are actually the fourth or fifth biggest country in the world. People who live in a country other than they were born. Globalization is not just the movement of people, It is the movement of ideas, fashions, fads, and trademarks. The adults in Bulgaria reveal that they are from Eastern Europe The young people could be from anywhere. Globalization is also the movement of money. And Two Trillion Dollars circulate each day. And of course when something happens On Wall Street, or in Tokyo, or in Brazil, The reverberations are all around the world. So that’s globalization, And of course it also involves the digital media. The media of communication. Which connect people instantly all of the world. The Biological Revolution consists of understanding the brain And understanding genetics and the genetic code. Much of what is discovered in biology will begin to impact education. Interventions with specific children Will be based upon MRI and Genomes. And probably in your lifetime There will actually be experiments with the nervous system And with genetic engineering. That will have enormous impact. Maybe for good, maybe for bad On the human mind. The next slides are about robots, automata, and the digital revolution. Intelligent machines, this is life long learning. Some of you saw this picture before. This is a huge difference from my grandparent’s generation. Most of our grandparents or great grand parents, Didn’t go to school Or went to school till they were 15 or 20 And then thought they were set for life. But anyone who wants to stay active And work has to continue as long as they go to work. The first three minds can be summarized by three words or phrases. The disciplined mind means To be able to go deeply into in one more topics. The synthesizing mind is very broad. It takes in information from many different places And tries to organize them. And the synthesizing mind means stretching. Going outside the box. I’m now going to say something I said in the last talk. That until now, all of my work has been about these intellectual spheres: Discipline, synthesizing, creating. But my more recent work Has been about a more different use of the mind. The mind with reference to other human beings. And that’s the Respectful and the Ethical Minds. So the respectful mind is easy to explain, But it’s not easy to achieve. The respectful mind beings with the reality That the world is composed of many many people And that we don’t all look alike or think alike Or have the same beliefs in religions and so on. The world is very diverse. And maybe ten thousand years ago, We lived in a little tribe with only a hundred people. But now of course Everybody is exposed to people From many different backgrounds. And in principal, because of the Internet, We can communicate with people all over the world. So when people are different, We have three choices. We can try to kill them before they try to kill us. We can tolerate or have as little to do with them as possible. Or we can make an effort to try to understand them. Get inside their minds To communicate with them. And to give them the benefit of the doubt. And the respectful mind, Tries to work with other people And from birth, The infant can see how people deal with other people. How adults deal with one another. How children deal with one another. How adults deal with children. How the shopkeeper deals with you. The mailman, the post man… The signs of respect or disrespect are all around us. And of course I prepare these remarks in the U.S. But you cannot help coming to the Balkans, to Eastern Europe, With out thinking of often, The dislike or hatred between two groups That are so similar that nobody can see the difference And yet it can go back centuries. I am very much a critic of the United States. But I think there is one thing That other countries can learn from the United States, And that’s how people of different backgrounds manage to live together Even last year electing a black president. The historian, Timothy Garden Nash, Said something, which I think you will agree is quite profound. He said, ‘the problem with the Balkans, Is there’s too much historical memory, The problem with the United States Is that there’s no historical memory.’ I have been working on the ethical mind for about 15 years And yet I have to admit, It’s not easy to explain. But I will try. The ethical mind involves the ability to think abstractly. When I think ethically, I’m not thinking about Howard Gardener the person. I’m thinking about Howard Gardener As a worker and as a citizen. This kind of abstract thinking, Only becomes possible in the second decade of life, For preadolescents and adolescents. So I will use myself as an example. As a worker, I am a teacher, a writer, and a researcher. The ethical mind asks, “As a teacher,” for example, “What is the ethical, responsible way in which I should behave?” Of course it isn’t enough just to ask. I have to try and behave in the ethical way. So let me give you and example from our own research. I am a teacher, an excellent teacher. This is not me. This is an example. And the students like me very much, But I’m a very tough grader. I don’t give a lot of high grades. And my students come to me and say, “You’re a wonderful teacher. We like you very much. But we’re not getting into the next level of education Because you’re not grading us high enough. And students who get higher grades from other teachers, Are getting the promotion, and we are not.” Or as a researcher, I am asked to review a grant. And the grant actually gives me some good ideas for my own research. Is it appropriate for me to use those ideas? Or do I recognize that I would have to tell the person whose grant I was reading? So the ethical mind has to deal with these work related issues. And has to try to behave ethically. Not just think, ‘What would be ethical?’ And it’s easy to be ethical when it serves your own self-interest. The test for ethics is if you do the right thing Even though it doesn’t help you personally. So if I’m a doctor, And there’s somebody in my family who gets sick. And I help that family, It’s easy for me to be ethical And to obey the Hippocratic oath. But if I’m a doctor And I have a plan to go on a holiday with my family, And we’re all looking forward to it, And then I get a phone call from the hospital that says, “The attending physician is sick. We would like you to come for the next two weeks and cancel your holiday.” That is an ethical dilemma. So this is something which I discovered in the last hour. And that is, what we call, “good work,” Is work that’s disciplined. It’s excellent. It’s personally engaging, or meaningful. People want to do it. And it’s carried in an ethical way. You do the right thing even if it doesn’t serves your own self interest And we have a graphic. And again I’ve showed this before. People who are good workers do all three things. They aren’t just excellent or just engaged or just ethical. They are a combination. An intertwining, and interweaving of these three attributes. So in the U.S., We did a study of good work in young people. Young people, 15, 20 25, 30 years of age. And that’s a book that we wrote some years ago About how people deal with ethical dilemmas at work. And what we learned was disturbing enough to us That it actually changed the way I spend my time. The young Americans, these are Americans, They are not from another country. The young Americans all know what good work is. And many of them admire it. And some of them try to do good work. But we heard the same thing over and over again from the young people. “I want to be a good worker And some day I will be a good worker. But I don’t want to be a good worker now Because I am very ambitious. I want to be rich and famous and successful. And I think my peers, the other people in my work, Are cheating and cutting corners. They’re doing anything they can to get ahead. So someday I will be ethical. But for now I cannot afford to be ethical.” I don’t blame the young people for this. I blame the older generation. Because we obviously failed. Either we didn’t set good examples ourselves, Or we didn’t provide enough signals to the young people About why you should be ethical now, And not just in the future. So when I say this has changed my life, What I do now, in the United States, Is work with young people in secondary school, in university, And especially on their first job. Which is so important. So that they don’t postpone good work till they’re fifty. But they begin to practice good work at a younger age. So we have a little elevator speech here too. And that is, even people who are not good workers themselves, Know the difference between somebody who is ethical and somebody who is not. And at the risk of being a little bit politically incorrect, My guess, is that in this country, There is a sense of who in politics and business is trying to be ethical And who makes no effort at all to be ethical. First of all, as educators, How can we help these minds? Even to know about the and to think about them, can be useful. It’s important to point to examples from history Or current events of people who are creative or not, People who are respectful or not. And so on. Its best, if in schools and in homes and in the media, People see examples of these five minds But we’ve learned from own research: Young people need examples of what not to do. They need negative examples And not just positive ones. Sometimes folks say, “Well, haven’t young people always been unethical?” And I said, “It doesn’t matter. We have to try to improve the ethical muscle as much as we can.” Of course we now live in the digital era. And even though my book is only a few years old, I wish I could rewrite it In terms of what it means to have these five minds in a digital time. But I will offer a few speculations. As I said earlier, I think discipline is going to be increasingly difficult Because there are so many diversions. You go on the web, one thing and then another Your twitter, your facebook. It’s going to be hard for people to do the same thing day after day. It was easier a hundred years ago. Turning to synthesis. The amount of information you have available is miraculous. It’s remarkable. But as I argued earlier, we need to help people synthesize it. Most people will not be able to do that on their own. As for creativity, web 2.0 opens up enormous possibilities. It’s much easier now for young people, from an earlier age, To be actively involved in making things. But it’s not yet clear whether all of the information available on the web Will generate more imagination or whether it will curtail it Because we’re providing so much things to people already That their own creativity may not get stimulated. My own observation is that Yong people in America are reluctant to take chances on their own. They want to be given permission to do that. And of course, that’s not the heart of creativity. You go ahead and take a chance, Whether or not anybody gives you a seal of approval. Respect and ethics is the most difficult to think about in a cyber age. Because we evolved as a species Just to deal with a small number of people Who look like us very well maybe biologically, genetically very related to us. But now as young as five or ten years of age, Once you enter the Internet, You can communicate with people all over the world. Whom you’ve never seen and may never see you. And so we speculate that the five human properties Will be completely transformed by the digital era. Sense of identity, who you are and how you present yourself, Privacy, it may be gone. I see a lot of discussion of that in the Bulgarian press. Ownership and authorship. What happens when you can download anything? Trust and credibility. How to establish trust, digitally? And finally, what does it mean to participate in community When that community is digital, And it can change every minute? When I finished the last talk, I quoted the reverend Martin Luther King. Who said, “That a good education was composed of character plus intelligence.” But now I found another expert. This is the American philosopher Ralph Waldo Emerson, from the 19th century. And you can see, he said something even more ambitious. “Character is more important than intellect.” And I close with this thought Because in education we have typically thought Our job was to discipline, synthesizing and maybe creating, and stop there. The thought I want to leave you with Is that respect and ethics have to be part of school Because we cannot count on that being transmitted By the other agencies or models of the society. So I’m happy to take questions now and comments. And unfortunately now, our websites are only in English. But if you can read English, Those are some places to go for more information.

www.multipleintelligencesoasis.org www.howardgardner.com www.thegoodproject.orgProf. Howard Gardner

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