The Disciplined Mind: Beyond Facts and Standardized Tests, the K-12 Education that Every Child Deserves Summary and Reviews

The Disciplined Mind: Beyond Facts and Standardized Tests, the K-12 Education that Every Child Deserves
by Howard Gardner

The Disciplined Mind: Beyond Facts and Standardized Tests, the K-12 Education that Every Child Deserves
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Book Summary Information

Author: Howard Gardner
Edition: Paperback
Audio: English (Unknown); English (Original Language); English (Published)
Published: 2000-09-01
ISBN: 0140296247
Number of pages: 304
Publisher: Penguin (Non-Classics)

Book Reviews of The Disciplined Mind: Beyond Facts and Standardized Tests, the K-12 Education that Every Child Deserves

Book Review: A Disciplined Mind Without The "Disciplines"
Summary: 2 Stars

Prof. Gardner's books is disappointing. He tries to be all things to all people saying both that he believes in basic competencies but wants to put inquiry first. He believes in building up the inner world of "mental representations" [unexplained term] yet insists on "performances of understanding." He has respect for the individual learner and individual differences, yet he is concerned about the "position" or "situation" or social class dynamics in which the learning takes place. In short, it is extremely difficult to pin down Prof. Gardner. It would be kind to say he is eclectic. I hope it's just not fuzzy thinking.

However, we can discern that he has a romantic obsession with beauty, truth, and goodness. I call these categories "romantic" becuase to define them as updating Greek philosophic traditions would not do justice to the Greeks. Rather, I think he is a more prosaic version of the poet Keats. Remember "Ode to a Grecian Urn?" "Beauty is truth and truth is beauty. That is all ye know and all ye need to know."

I think that in attacking E.D. Hirsch whom he calls the main speaker for "cultural literacy" he sets up a straw man. He says that this "other school" of thought has an underlying belief in the Lockeian "tabula rasa"; yet,as one who believes that education is inherently conservative and should pass down the cultural heritage from one generation to the next, I am not a believer in the tabula rasa.

I find a tendency on Prof. Gardner's part to oversimplify certain issues, like the Holocaust, and to overcomplicate certain others, like the nature of intelligence.

His writing style is a bit too fond of adjectives, and the book reads as a whole like It Takes A Village by Mrs. Clinton. On the whole, the work has a mellifluous style that seems self-consciously presenting itself as being both profound and filled with balanced common sense at the same time. Nonetheless, I fail to see an emphasis on knowledge, justice,Judeo-Christian values, persistence, responsibility, or character development...words which I find essential for a true philosophy of education.

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