A survey of Howard Gardner's contributions to our understanding of learning, and how to create environments that support growth in all learners across the lifespan.

In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces--extracts from books, key articles, salient research findings, major theoretical and/practical contributions--so the work can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field. A developmental psychologist by training, Howard Gardner has spent the last 30 years researching, (...) thinking and writing about the development and education of the mind. He has contributed over 30 years researching, thinking and writing about the development and education of the mind. He has contributed over 30 books and 700 articles to the field. He is best known for his critique of the notion that intelligence is one single human intelligence that can be assessed through psychometric tests. Instead Gardner developed the theory of "multiple intelligence" which states that an individual has eight relatively autonomous intelligence: · Language · Music · Emotional · Logical-mathematical · Spatial · Kinesthetic · Creative · Interpersonal (understanding oneself) This theory has proved popular, particularly with those who see the IQ testing a relatively narrow set of abilities. In this book, he brings together over 20 of his key writings in one place. The book begins with a specially written Introduction, which gives an overview of Howard's career and contextualizes his selection in this book. Through his selection we can see the development of his thinking as well as the development of the field. This is the only book that offers this insight into this great scholar's work. (shrink)

Gathers interviews with John Gardner from each period of his career, and offers a brief profile of his life and accomplishments.

Howard Gardner's life's study and his theory of multiple intelligences show how an understanding of human cognitive capacities and processes manifests itself in several domains, such as artistry, leadership, creativity, and excellence in the professions.

Sebastian Gardner competently tackles one of Sartre's more complex and challenging works in this new addition to the Reader's Guides series.

First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

Kant's influence on the history of philosophy is vast and protean. The transcendental turn denotes one of its most important forms, defined by the notion that Kant's deepest insight should not be identified with any specific epistemological or metaphysical doctrine, but rather concerns the fundamental standpoint and terms of reference of philosophical enquiry. To take the transcendental turn is not to endorse any of Kant's specific teachings, but to accept that the Copernican revolution announced in the Preface of the Critique (...) of Pure Reason sets philosophy on a new footing and constitutes the proper starting point of philosophical reflection.In this volume a team of leading philosophers explore the concept of the transcendental as it developed through history, focusing on approaches to the transcendental project by Kant, Fichte, Hegel, Nietzsche, Husserl, Heidegger, Merleau-Ponty, and Bernard Williams. By giving systematic shape to historical material, the volume provides a unique resource for systematic reflection on transcendental philosophy. (shrink)

Daniel K. Gardner explores the major philosophical ideas of the Confucian tradition, showing the profound social and political impact it had and continues to have in China.

The first full-scale history of cognitive science, this work addresses a central issue: What is the nature of knowledge?

Students and teachers of Chinese history and philosophy will not want to miss Daniel Gardner's accessible translation of the teachings of Chu Hsi —a luminary of the Confucian tradition who dominated Chinese intellectual life for centuries. Homing in on a primary concern of our own time, Gardner focuses on Chu Hsi's passionate interest in education and its importance to individual development. For hundreds of years, every literate person in China was familiar with Chu Hsi's teachings. They informed the (...) curricula of private academies and public schools and became the basis of the state's prestigious civil service examinations. Nor was Chu's influence limited to China. In Korea and Japan as well, his teachings defined the terms of scholarly debate and served as the foundation for state ideology. Chu Hsi was convinced that through education anyone could learn to be fully moral and thus travel the road to sagehood. Throughout his life, he struggled with the philosophical questions underlying education: What should people learn? How should they go about learning? What enables them to learn? What are the aims and the effects of learning? Part One of _Learning to Be a Sage_ examines Chu Hsi's views on learning and how he arrived at them. Part Two presents a translation of the chapters devoted to learning in the _Conversations of Master Chu_. (shrink)

In a reconstruction of the theories of Freud and Klein, Sebastian Gardner asks: what causes irrationality, what must the mind be like for it to be irrational, to what extent does irrationality involve self-awareness, and what is the point of irrationality? Arguing that psychoanalytic theory provides the most penetrating answers to these questions, he rejects the widespread view of the unconscious as a 'second mind', in favour of a view of it as a source of inherently irrational desires seeking (...) expression through wish-fulfilment and phantasy. He meets scepticism about psychoanalytic explanation by exhibiting its continuity with everyday psychology. (shrink)

There is a moment when every child leaves color-blindness behind & enters the world of race consciousness. At that moment, there are two roads parents, educators, & therapists can take: they can follow the status quo, internalizing racial expectations, & become-consciously or unconciously-part of the problem. Or, they can question stereotypes, &, actively work against racism to become part of the solution. This book provides the tools we all need to become part of the solution. Beginning with racial segregation in (...) an integrated school situation, this book explores race relations & the development of racial identity from many different viewpoints. (shrink)

There are kinds of dialogue that support social justice and others that do the reverse. The kinds of dialogue that supports social justice requires that anger be bracketed and that hiding in safe spaces be eschewed. All illegitimate ad hominem/ad feminem attacks are ruled out from the get-go. No dialogical contribution can be down-graded on account of the communicator’s gender, race, or religion. As well, this social justice communicative approach unapologetically privileges reason in full view of theories and strategies that (...) might seek to undermine reasoning as just another illegitimate form of power. -/- On the more positive side, we will argue that social justice dialogue will enhanced by a kind of “communicative upgrading” that amplifies “person perception,” foregrounds the impersonal forces within our common social spaces rather than the “baddies” within, and orients the dialogical trajectory toward the future rather than the past. Finally, we will argue that educators have a pressing responsibility to guide their students through social justice dialogue so that their contributions contribute to the amelioration of injustice, rather than rendering the terrain more treacherous. (shrink)

In this engaging volume, Daniel Gardner explains the way in which the Four Books--_Great Learning_, _Analects_, _Mencius_, and _Maintaining Perfect Balance_--have been read and understood by the Chinese since the twelfth century. Selected passages in translation are accompanied by Gardner's comments, which incorporate selections from the commentary and interpretation of the renowned Neo-Confucian thinker, Zhu Xi. This study provides an ideal introduction to the basic texts in the Confucian tradition from the twelfth through the twentieth centuries. It guides (...) the reader through Zhu Xi's influential interpretation of the Four Books, showing how Zhu, through the genre of commentary, gave new coherence and meaning to these foundational texts. Since the Four Books with Zhu Xi's commentary served as the basic textbook for Chinese schooling and the civil service examinations for more than seven hundred years, this book illustrates as well the nature of the standard Chinese educational curriculum. (shrink)

The book examines the philosophical foundations of private law, arguing that the foremost preoccupations of the law of obligations are grounded in and pervade the personal lives of individuals.

This book collects John Gardner's celebrated essays on the theory of private law, alongside two new essays. Together they range across the central puzzles in understanding the significance of outcomes, the role of justice in private law, strict liability, the reasonable person standard, and the role of public policy in tort law.

This chapter argues that Merleau-Ponty’s account of perception should be understood, not as a theory of perception in the usual sense, but as belonging squarely to transcendental philosophy. Contra the interpretation of Phenomenology of Perception as essentially a work in the philosophy of psychology, and the associated naturalistic construal of his ideas, it is suggested that Merleau-Ponty must be seen in the light of the history of transcendental philosophy and that an original form of idealism lies at the heart of (...) his philosophical project. The transcendental turn is presupposed by Merleau-Ponty’s claims regarding perception, and his key notion of ambiguity is a transcendental descendant of Kant’s strategy of establishing idealism by way of antinomy. (shrink)

Many of us agree that we ought not to wrong future people, but there remains disagreement about which of our actions can wrong them. Can we wrong individuals whose lives are worth living by taking actions that result in their very existence? The problem of justifying an answer to this question has come to be known as the non-identity problem.[1] While the literature contains an array of strategies for solving the problem,[2] in this paper I will take what I call (...) the harm-based approach, and I will defend an account of harming—which I call the existence account of harming—that can vindicate this approach. -/- Roughly put, the harm-based approach holds that, by acting in ways that result in the existence of individuals whose lives are worth living, we can harm and thereby wrong those individuals. An initially plausible way to try to justify this approach is to endorse the non-comparative account of harming, which holds that an event harms an individual just in case it causes her to be in a bad state, such that the state’s badness does not derive from a comparison between that state and some alternative state that the individual would or could have been in. However, many philosophers argue that the non-comparative account of harming is inadequate,[3] and one might be tempted to infer from this that any harm-based approach to the non-identity problem will fail. My proposal, which I call the existence account of harming, will show that this inference is faulty: we can vindicate the harm-based approach without relying on the non-comparative account of harming. (shrink)

Book description:* The only accessible and authoritative guide to the continental traditions in philosophy * 20 brand-new contributions by an outstanding international team * Valuable for anyone working on continental philosophy, European literature, the history of ideas, and cultural studies The Oxford Handbooks series is a major new initiative in academic publishing. Each volume offers an authoritative and up-to-date survey of original research in a particular subject area. Specially commissioned essays from leading figures in the discipline give critical examinations of (...) the progress and direction of debates. Oxford Handbooks provide scholars and graduate students with compelling new perspectives upon a wide range of subjects in the humanities and social sciences. The Oxford Handbook of Continental Philosophy is the definitive guide to the major themes of the continental Euopean tradition in philosophy in the nineteenth and twentieth centuries. Brian Leiter and Michael Rosen have assembled a stellar group of contributors who provide a thematic treatment of continental philosophy, treating its subject matter philosophically and not simply as a series of museum pieces from the history of ideas. The scope of the volume is broad, with discussions covering a wide range of philosophical movements including German Idealism, existentialism, phenomenology, Marxism, postmodernism, and critical theory, as well as thinkers like Hegel, Marx, Nietzsche, Freud, Heidegger, and Foucault. This Handbook will be an essential reference point for graduate students and professional academics working on continental philosophy, as well as those with an interest in European literature, the history of ideas, and cultural studies. (shrink)

The wrongness of rape -- Rationality and the rule of law in offences against the person -- Complicity and causality -- In defence of defences -- Justifications and reasons -- The gist of excuses -- Fletcher on offences and defences -- Provocation and pluralism -- The mark of responsibility -- The functions and justifications of criminal law and punishment -- Crime : in proportion and in perspective -- Reply to critics.

This paper considers some aspects of the morality of complicity, understood as participation in the wrongs of another. The central question is whether there is some way of participating in the wrongs of another other than by making a causal contribution to them. I suggest that there is not. In defending this view I encounter, and resist, the claim that it undermines the distinction between principals and accomplices. I argue that this distinction is embedded in the structure of rational agency.

JOHN GARDNER; Liberals and Unlawful Discrimination, Oxford Journal of Legal Studies, Volume 9, Issue 1, 1 March 1989, Pages 1–22, https://doi.org/10.1093/ojls/9.

The world is a contentious place, both politically and personally. As a result, virtually all people have enemies both at home and abroad. This essay argues that we should annihilate these enemies, all of them, future as well as present, and do so forthwith. It begins with a metaphysical sketch of enemies, which reveals how such an annihilation is possible and much easier than we generally suppose. It continues by arguing, first, that general prudential considerations yield a prima facie case (...) that it is in our best interest to annihilate our enemies and, second, that moral reasons require this because enemies are persons. The essay ends by briefly considering some implications of this destructive proposal. (shrink)

This volume provides a forum for some of the best new philosophical work on law, by both senior and junior scholars from around the world. The chapters range widely over issues in general jurisprudence (the nature of law, adjudication, and legal reasoning); the philosophical foundations of specific areas of law (from criminal law to evidence to international law); the history of legal philosophy; and related philosophical topics that illuminate the problems of legal theory.

In this paper I attempt a general explanation of the role played by the reasonable person in law, especially but not only in the common law. I relate my explanation to some problems about the very nature of law, and some problems about the ideal of the rule of law.

A complete theory of harming must have both a substantive component and a formal component. The substantive component, which Victor Tadros (2014) calls the “currency” of harm, tells us what I interfere with when I harm you. The formal component, which Tadros calls the “measure” of harm, tells us how the harm to you is related to my action. In this chapter I survey the literature on both the currency and the measure of harm. I argue that the currency of (...) harm is well-being and that the measure of harming is best captured by a causal account on which harming is causing a harm. A harm for you is the presence of something intrinsically bad for you or the absence of something intrinsically good for you. Thus, although a counterfactual account of the measure of harm need not distinguish between an harm and a harmful event, the causal account reserves the term ‘harm’, not for a harmful event, but only for its effect. Finally, I show how a complete theory of harming can help us to answer questions about whether we can harm people with speech, whether we can harm the dead, and how it is possible to harm future generations. (shrink)

This paper tackles three common misconceptions about responsibility. The first misconception is that it is against our interests to be responsible for our actions. The second is that our responsibility for our actions is fixed at the time when we act. The third is that we can only be responsible to someone in particular, not responsible full stop. The three misconceptions turn out to be related, and disabusing ourselves of them helps us to rediscover the most fundamental point of the (...) courtroom trial. (shrink)

This volume, edited by a philosopher and an anthropologist, is a collection of essays on the philosophical implications of laboratory and field research. While neither the best nor the worst of the genre, it is a collection that offers a representative sample of traditional themes. As practicing scientists who view the implications of behavioural research from a somewhat different perspective we offer this critical review.

My understanding is that proximate explanations concern adaptive mechanism and that ultimate explanations concern adaptive rationale. Viewed in this light, the two kinds of explanation are quite distinct, but they interact in a complementary way to give a full understanding of biological adaptations. In contrast, Laland et al. (2013)—following a literal reading of Mayr (Science 134:1501–1506, 1961)—have characterized ultimate explanations as concerning any and all mechanisms that have operated over the course of an organism’s evolutionary history. This has unfortunate consequences, (...) such as allowing random drift to form the basis for ultimate explanations, and allowing proximate and ultimate explanations to bleed into each other until their distinction is meaningless. Here, I suggest Laland et al’s explanatory framework of “reciprocal causation” is not conducive to successful biological science, and that they have misunderstood key elements of the theory of Darwinian adaptation. (shrink)

Book description:* The only accessible and authoritative guide to the continental traditions in philosophy * 20 brand-new contributions by an outstanding international team * Valuable for anyone working on continental philosophy, European literature, the history of ideas, and cultural studies The Oxford Handbooks series is a major new initiative in academic publishing. Each volume offers an authoritative and up-to-date survey of original research in a particular subject area. Specially commissioned essays from leading figures in the discipline give critical examinations of (...) the progress and direction of debates. Oxford Handbooks provide scholars and graduate students with compelling new perspectives upon a wide range of subjects in the humanities and social sciences. The Oxford Handbook of Continental Philosophy is the definitive guide to the major themes of the continental Euopean tradition in philosophy in the nineteenth and twentieth centuries. Brian Leiter and Michael Rosen have assembled a stellar group of contributors who provide a thematic treatment of continental philosophy, treating its subject matter philosophically and not simply as a series of museum pieces from the history of ideas. The scope of the volume is broad, with discussions covering a wide range of philosophical movements including German Idealism, existentialism, phenomenology, Marxism, postmodernism, and critical theory, as well as thinkers like Hegel, Marx, Nietzsche, Freud, Heidegger, and Foucault. This Handbook will be an essential reference point for graduate students and professional academics working on continental philosophy, as well as those with an interest in European literature, the history of ideas, and cultural studies. (shrink)

Book description: This outstanding collection of specially commissioned chapters examines German idealism from several angles and assesses the renewed interest in the subject from a wide range of fields. Including discussions of the key representatives of German idealism such as Kant, Fichte and Hegel, it is structured in clear sections dealing with: * metaphysics * the legacy of Hegel’s philosophy * Brandom and Hegel * recognition and agency * autonomy and nature * the philosophy of German romanticism. Amongst other important (...) topics, German Idealism: Historical and Philosophical Perspectives addresses the debates surrounding the metaphysical and epistemological legacy of German idealism; its importance for understanding recent debates in moral and political thought; its appropriation in recent theories of language and the relationship between mind and world; and how German idealism affected subsequent movements such as romanticism, pragmatism, and critical theory. (shrink)

_ Source: _Volume 14, Issue 1, pp 73 - 87 According to action-relative accounts of harming, an action harms someone only if it makes her worse off in some respect than she would have been, had the action not been performed. Action-relative accounts can be contrasted with effect-relative accounts, which hold that an action may harm an individual in virtue of its effects on that individual, regardless of whether the individual would have been better off in the absence of the (...) action. In this paper, I argue that our judgments about the strength of the reason against harming lend support to effect-relative accounts over action-relative accounts. I first criticize Fiona Woollard’s argument for the claim that an effect-relative account of harming could ground only a weak reason against harming. I then argue for a set of three principles that can be conjoined with an effect-relative account to explain the strength of the reason against harming. (shrink)

Schelling’s 1809 Freiheitsschrift, perhaps his most widely read work, presents considerable difficulties of understanding. In this paper, I offer an interpretation of the work in relation to Kant. My focus is on the relation in each case of their theory of human freedom to their general metaphysics, a relation which both regard as essential. The argument of the paper is in sum that Schelling may be viewed as addressing and resolving a problem which faces Kant’s theory of freedom and transcendental (...) idealism, deriving from the challenge posed by Spinozism. One major innovation in Schelling’s theory of human freedom is his claim that it presupposes the reality of evil. I argue that Schelling’s thesis concerning evil also provides a key to the new and highly original metaphysics of the Freiheitsschrift. The relation of Schelling’s theory of freedom to his general metaphysics is therefore complex, for it goes in two directions: the metaphysics are not simply presupposed by the theory of freedom but are also in part derived from it. These new metaphysics also, I argue, allow Schelling to resolve a problem which his own earlier Spinozistic system had left unresolved. (shrink)

THE ELEMENTARY MORAL DISTINCTION. The ultimate objects of moral assessment are people and their lives. I will call this the "elementary moral distinction." Many today seem to have lost sight of it. How often are we told that we should show respect for other people, only to discover that what we are actually being asked to show respect for is how those other people live? The equation of the two should be resisted. We do not always respect a person by (...) respecting how he lives. Sometimes quite the reverse. If someone is wasting his life but still deserves to be respected, the default way to show him the respect that he deserves is to do something that improves the way he is living- shake him out of it, block his path, change his incentives, shield him from further exploitation, and so forth. Sometimes, of course, there is no action open to us that will yield any improvement in how he lives, while on other occasions the only things we can do are disproportionate. In such cases we have to tolerate his continuing to live as badly he does. But toleration is one thing, and respect is quite another. Toleration is the moral virtue of those who appropriately curb their wish to eliminate what they do not respect. One cannot respect the way someone is living and tolerate it at the same time. (shrink)