Parents
should avoid positive and negative narcissism. The challenge is to
watch your children very carefully, see what interests them, and find
ways to help them.'
After
challenging certain conventional notions of education with his ‘Theory
of Multiple Intelligences', renowned developmental psychologist Howard Gardner,
John H. and Elisabeth A. Hobbs Professor of Cognition and Education at
the Harvard Graduate School of Education, has been involved in areas
such as design of performance-based assessments, education for
understanding and the quality of interdisciplinary efforts in education
over the past two decades.
Speaking
on some current trends and contemporary challenges in the sphere of
education in an e-mail interview to The Hindu, Prof. Gardner says the
best educational systems in the world are the ones that make heroic
efforts to provide a quality education for every child...
World
over, there seems to be a lot of concern about students' “learning
outcomes”. Findings of the Programme for International Student
Assessment (PISA) have been evoking varied reactions in different
countries. Do you think the emphasis on “learning outcomes” is
justified? What, in your opinion, is a useful indicator of quality in
teaching and effectiveness in learning?
In
this era of global connectedness and competition, I suppose it is
inevitable that we will have international comparisons. These
comparisons are useful so long as they are not treated as being very
important, let alone all-determining. Unfortunately, the comparisons and
rankings have become so important that they dominate the thinking of
Ministers, and distort what is taught and how it is taught in many
countries. (I joke that France would rather be #23 if Germany were #24,
than #2 if Germany were #1!) Indeed, I sometimes think that the
international comparisons have become so dominant in mainstream
educational thinking that we'd be better off without them altogether.
If
we are going to have such measures, I think that they should differ
significantly from one test administration to another; each year they
should use different kinds of problems, prompts, etc; In that way, it
will not be possible to ‘teach to the test' except in the most general
way.
I
have written a great deal about my own educational goals. If I were the
international ‘czar' of education, I would focus the assessments on two
areas: l) Can the student demonstrate understanding in and across the
major disciplines —that is, scientific understanding, historical
understanding, artistic/humanistic understanding, and mathematical
understanding? This is best done by providing new unfamiliar
examples/problems/concepts, and have the students explicate them; 2) Are
the young people becoming moral and ethical citizens? This cannot be
determined by standardised tests; it requires inspection of
representative campuses as well as the collecting of statistics about
voting patterns, crime rates, engagement in social service and other
indices of good citizenship.
In Truth, Beauty and Goodness Reframed: Educating for the Virtues of the Twenty-First Century,
you speak about challenges faced by traditional education in the light
of the “disruptive potentials of the new digital media”. Could you
elaborate? How do you think parents or teachers should step in?
The
new digital media challenge nearly all of our traditional virtues. How
do you determine what is true, when there are millions of postings,
sites, blogs which can be changed at will? What is beautiful at a time
when any image (or sound or poem) can be altered at any moment? How do
we determine what is good when we are connecting societies from all over
the world with their own history, ethical codes, legal systems, etc.?
It
takes me a whole book to provide answers but here are some important
headlines. Truth is about propositions. When it comes to determining truth, it is vital to understand the methods used by individuals in asserting propositions.
Beauty is
about experiences. Each us of can and should ascertain what we find to
be beautiful — in my terms, experiences that are interesting, memorable
in form, and worthy of revisiting. And then we should assemble portfolios that track our changing (as well as our enduring) examples of beauty.
Good is
about the relations among people — both the people that we see all the
time and those with whom we have only professional or civic
relationships. If we want to have good workers and good citizens, we
need to create common spaces in
which individuals can talk about the moral and ethical dilemmas that
they have faced and how they resolve them. School is probably the place
where these activities are most likely to take place. But certainly
parents, the community, religion, organisations, and the media should
participate, if we value and want to preserve the ancient but still
important values.
Your
Theory of Multiple intelligences identifies Linguistic abilities as
one. In India, there is an ongoing debate on mother tongue education
versus English medium education. What really should drive decisions on
the medium in which a child learns?
In
the United States, I think it is very important that young persons
learn English, because it is so important both in the U.S. and around
the world. Also, we know that young persons learn languages easily. If
the family wants to maintain the second (or third) language, that is
fine. I have to say that my position is not popular among American
educators, though most ordinary citizens would agree with me.
I
don't have an informed opinion about what should be done in India. It
may well depend on the region, the religion, the family options and
dynamics.
What
I can say, in direct response to your question, is that the decisions
about language need to be made in terms of what is in the best interest
of the child in the long run. That requires thinking ahead and not
confusing the child's interest with that of the family or the larger
community. Of course, that is also a very American perspective.
The
Right To Education Act that has come into effect in India and certain
other movements are campaigning for a Uniform System of School
Education. Then, there is the question of resources. How do you think
the education system can address such issues in the given, complex
context? Where does the individual learner figure?
Every
child needs to become literate in one or more languages and every child
should become comfortable in the major scholarly disciplines —
historical, scientific, mathematical, and artistic-humanistic thinking.
Beyond that, I am not in favour of a uniform system, I think there
should be some choices. In a large country like the United States or
India, families differ significantly on their own education values and I
don't believe it is necessary to put everyone through the same
curricula and assessments. Again, I am in the minority here.
The
best educational systems in the world, like Finland, make heroic
efforts to provide quality education for every child. That means
spending more resources for disadvantaged children, and I support that
decision. In both the United States and India, there are vast
differences in resources and, in the long run, that does not make for a
healthy society.
Individual
learners are not all the same and they should not be treated as if they
are. That is where my theory of multiple intelligences figures in
educational design. The two most important implications of the theory
are Individuationand Pluralisation.
Individuation means presenting lessons in ways that are compatible with
the child's ways of learning and giving the child the opportunity to
show what he/she has learned and understood. Pluralisation means
presenting important content in a variety of ways, not just via lecture
or reading. If we pluralise our means of presentation, we reach more
students and we also demonstrate what it is like really to understand
materials — to be able to think of them in multiple ways.
On
the one hand, rote learning is being criticised severely. On the other,
schools are having to “compete” in order to produce rank holders and
high achievers. In today's competitive scenario, how can schools ensure
adequate rigour in the teaching-learning process? Is there an undue
burden on the teacher?
You
are right. There is a collision course between a more flexible,
creative style of teaching and learning, on the one hand, and the
struggle to do well on a single test instrument which valorises having
lots of information and being able to give it back on demand. You can be
very rigorous using a more flexible approach, so long as you have clear
educational goals and a clear means of assessing whether those goals
are being met. Unfortunately, most of the testing instruments being used
around the world value quite specific forms of information, rather than
more flexible problem solving and problem finding skills.
Teachers
are indeed put in a very difficult position: how to balance the desire
for individualised, flexible, creative, forward-looking education, on
the one hand, with ‘on demand' mastery of information, on the other.
Like other professionals, teachers have to be able to balance these
demands, to be fair to the students, the broader society, and the
teacher's own value system — and to do so while still being able to have
a family, relax, listen to music and, yes, even sleep 7-8 hours a
night. A tall order!
Are
today's parents being unreasonable in expecting their children to excel
in many areas? What would you term the single, biggest challenge faced
by a) students, b) teachers and c) parents?
Parents
need to avoid positive and negative narcissism. Positive narcissism
says “The one thing that I could do is play the violin. Therefore you must play the violin.” Negative narcissism says “The one thing that I could not do
is play the violin. Therefore, you must play the violin.” The challenge
is to watch your children very carefully, see what interests and
excites them, and find ways to help them follow that
talent/passion/curiosity. This does not mean ignoringwhat
is important in school, but it does mean realising that life is more
than school, and that finding one's passion can make the difference
between a fulfilled life and a frustrating life.
I've
talked about the challenges facing the teacher (balancing too many
demands) and the parent (avoiding various forms of narcissism and
attending instead to the child's own interests and passions). As for
challenges facing the child, realising that in the end it is your life,
to be lived for decades in the future, and if no one else is taking
your welfare into account, you have to seize that responsibility for
yourself.
Source : The Hindu dtd 18/01/2012
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