5 Minds for the Future - Winter 2013 MERN forum

5 Minds for the Future –

Howard Gardner (2008)

The Disciplined Mind

The Synthesizing Mind

The Creating Mind

The Respecting Mind

The Ethical Mind

1

What is the difference between

MI and 5 minds for the future?

MI Theory 5 Minds for the Future

Operation of an

intelligence

Psychology

Computational

capabilities

Capacities/perspectives/

collaboration between

actions, thoughts, feelings,

behaviours

Policy

Broad uses of the mind

that can be cultivated

2


Using ways of thinking associated with

major scholarly disciplines – history,

math, science, art, etc. and major

professions (law, medicine, education,

management), as well as crafts and trades.

Capable of applying oneself diligently,

improving steadily and continuing beyond

formal education.

Can take up to ten years to master a

discipline. 3


Johns Keats

Marie Curie

Mozart

4


Examples – formal education: mastering of

history, mathematics, science and other

key subjects; completing professional

training

Examples – place of work: continuing

mastery of one’s professional or

employment role, including additional

disciplinary or interdisciplinary acumen

5


Selecting crucial information from the

copious amounts available, and arranging

that information in ways that make sense

to self and to others.

6


Aristotle

Da Vinci

Goethe

7


Examples – formal education – preparing

for assignments and tests in school by

organizing materials in ways that are

helpful to self and others

Examples – place of work: recognizing

new information/skills that are important

and then incorporating them into one’s

knowledge base and one’s professional

repertoire.

8

The Creating Mind

Going beyond existing knowledge and

synthesis to pose new questions, offer

new solutions, fashion works that stretch

exiting genres or configure new ones –

building on one or more established

disciplines and requires an informed

“field” to make judgments of quality and

acceptability.

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The Creating Mind

Bill Gates

Martha Graham – mother of modern

dance

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The Creating Mind

Examples – formal education: going

beyond classroom requirements to pose

new questions; coming up with

unexpected but appropriate school

products and projects

Examples – place of work: thinking

outside the box – recommendations for

new practices and products; new visions

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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.

12

The Respectful Mind

Those who sheltered Jews during the

Second World War

Those who participated in truth and

reconciliation commissions

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The Respectful Mind

Examples – formal education: seeking to

understand and work effectively with

peers, teachers, and staff, whatever their

backgrounds and viewpoints.

Examples – place of work: working

effectively with peers, supervisors,

employees, irrespective of their

backgrounds and status; developing

capacity for forgiveness.

14

The Ethical Mind

Abstracting crucial features of one’s role

at work and one’s role as a citizen and

acting consistently with those

conceptualizations; striving toward good

work and good citizenship.

15

The Ethical Mind

Rachel Carson – ecologist

Jean Monnet – “helped Europe move from

belligerent to peaceful institutions” (p.

19).

16

The Ethical Mind

Examples – formal education: reflecting

on one’s role as a student or a future

professional and attempting to fulfill that

role appropriately and responsibly.

Examples – place of work: knowing the

core values of one’s profession and

seeking to maintain and them pass them

on, even during rapid periods of change.

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Period of Development for the 5

Minds

The Disciplined Mind – “Begins

before adolescence; continues as

lifelong learning” (p. 154).

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Minds

The Synthesizing Mind – best

case scenario, it starts in childhood

and continues to be more deliberate

over time. . . “continues perennially as

new knowledge accumulates and

needs to be digested and organized”

(p. 155).

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Minds

The Creating Mind – “Robust

personality begins to develop early –

informed challenges to orthodoxy

await at least partial mastery of

disciplined and synthesized thinking”

(p. 156).

20


Minds

The Respectful Mind –

“Supportive environment should be

present from birth; at school, work,

in the media, role models (both

positive and negative) are crucial” (p.

157).

21


Minds

The Ethical Mind – “Awaits the

time when an individual can think

conceptually, abstractly, about the

role of a worker and of a citizen;

acting in an ethical way presupposes

strength of character. . .” (p. 158).

22

What is the best way to prioritize

the 5 Minds of the Future?



The Creating Mind

The Respecting Mind

The Ethical Mind

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Gardner’s suggestion for the best way

to prioritize the 5 Minds of the Future

1. The Respecting Mind

2. The Disciplined Mind

3. The Synthesizing Mind

4. The Ethical Mind

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The Creating Mind – depends on the

place of creativity in the formal

education (and belief system and

worldview) of each society.

Traditional society – taught in early

education

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Potential minds to add. .

The technological mind

The digital mind

The market mind

The democratic mind

The flexible mind

The emotional mind

The strategic mind

The spiritual mind

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Conclusion

As educators, what is our role?

To train young minds

To develop skills needed in society

To teach societal morals and values

To teach critical thinking

To create responsible, thinking citizens

To create a safe space for educational

innovation and reform 27

Sample Class Projects to utilize the

5 Minds for the Future

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Community Mapping Project

In the groups you signed up with, you will

choose a school, and visit that community

in person. You will observe/list all the

assets and liabilities (ie: resources for the

students/families that live there) that you

see within a 2-3 km radius of that school.

You can take photos of places and things,

not people.

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A short note about photos: only take

photos of public space, and no human

subjects. Examples of photos that would

enhance your project: broken sidewalks,

swings on the playground, evidence of

high/low SES (Socioeconomic status);

murals or art; signs on a school,

community centre, etc.

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Your group will submit a report, long

enough to cover a summary of what you

observed. It can be a written report (4

pages at least), and include a visual report,

or a creative report such as a map with

photos and short written comments.

This assignment is worth 20% of your

final grade.

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Content & Analysis – 5 points

Creativity – 5 points

Assets/deficits – 5 points

Overall – 5 points

Examples of Assets:

Quality of place (natural assets, cultural

and community centres, etc); individuals

that live in the community; institutions

(education, non-profits, economic,

civic/govt)

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Examples of Liabilities:

You can think of liabilities as issues that

affect the “quality of life” or incidence of:

poverty, crime, chronic health issues,

unemployment, environmental

degradation, intolerance, insufficient

infrastructure/ housing

(www.srdc.msstate.edu)

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http://www.srdc.msstate.edu/

Community Assets and Liabilities that your

group observed – sample outline of project

Introduction: Short summary of what you experienced while doing

your community mapping project. Include the school name and community.

Natural assets (green space, water)

Infrastructure/built assets (buildings, streets, playground equipment,

etc)

Social assets (schools, daycares, people walking around)

Economic assets (stores, hotels)

Service assets (walk-in clinics, drop in centres, community centres)

Intangible assets (art in public space, cultural images or art)

Conclusions about what you learned from doing this abbreviated

community mapping exercise; what you learned about that community

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5 Minds for the Future – Howard

Gardner The Disciplined Mind


The Creating Mind

The Respecting Mind

The Ethical Mind

36

What will students know and be able to do at the end of the course?

Example:

“The overall objective of the curriculum at UCSD is to instil graduates with the knowledge, skills, behaviors and attitudes that will lead to their becoming capable, compassionate physicians.”

“Students will gain a greater appreciation for Latin music.”

Learning Goals:

Performance behaviors, behavioural objectives.

They are specific, outcome based, measureable, and describe the learner’s behaviour after instruction.

A – Audience – the student will be able to…

B – Behavior – behaviour should be observable

C – Condition – unit of instruction; required equipment or supplies

D – Degree – the level of acceptable performance; how well the learner must perform.

Instructional Objectives:

Divide class into disciplines of study:

History, French, Music, Native Studies – Interdisciplinary group

Physical Education, Math, Biology

English 1

English 2

Geography

*no group less than 4 people, no more than 7

Lesson Planning

Create a 15 minute lesson plan using anti-

racism education and one topic in

Chapter 8.

Possible techniques or approaches:

Storytelling

Historical figure

Objectives for the activity

Your lesson plans – at the top of your

paper, add your Specific Area Groups and

your names.

Learning Objectives

Instructional Objectives

Materials/Supplies

What you will hand in:

5 Minds for the Future – Howard

Gardner The Disciplined Mind


The Creating Mind

The Respecting Mind

The Ethical Mind

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5 Minds for the Future - Winter 2013 MERN forum

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