Digital Media and American Youth

by Katie Davis

Have the digital media changed American youth? That’s the question that a group of researchers, including members of Howard Gardner’s research team at Project Zero, met to discuss last December in Princeton, New Jersey. The MacArthur Foundation’s Digital Media and Learning Initiative sponsored the day-long event, which gave researchers from a variety of disciplines the chance to share their research and reflections on the changes over time in youth’s interests, experiences, and development that appear to be associated with their digital media practices. Katie Davis, a researcher at Project Zero, wrote about the event for MacArthur’s Spotlight Blog. Her full report on the convening is also available from the link below.

Document: princeton_convening_report_dec09.pdf

Surface Manifestations of Leadership

by Howard Gardner

With President’s Day around the corner, it seems a good time to reflect on the nature of leadership. Below, we share Howard Gardner’s responses to some questions recently posed by an Italian journalist.

Until the 20th century, most citizens had no idea of what their leaders looked or sounded like, and certainly did not feel that they had any personal relations or connections to the leaders. This did not matter so much, because most countries were not democracies, and even those that were usually had parliamentary systems rather than direct election of leaders.

We live in a time of more direct voting for leaders and where most citizens have access to the media– first radio, then television, now a 24-7 news cycle which includes Youtube, Facebook, Twitter etc. Even though leaders themselves do not know that many citizens, citizens feel that they know the leaders. Indeed, they might well want to use the first name with Tony or Bill or Silvio because they feel that they have an intimate relationship to the leaders, even if the relationship is obviously one way and largely illusory.

Also, politics in terms of parties has declined universally. Fewer and fewer people ALWAYS vote Labor, or Christian Democrat or Communist. Indeed, as the world now knows, my home state of Massachusetts, regarded as the most liberal state in the United States, just voted in a Republican Senator by a wide margin. In most elections, only a tiny minority of voters actually know the stated positions of the candidates, and even fewer understand the issues well enough to paraphrase a law (like health care legislation) or a policy (on immigration, on nuclear test ban, on carbon emissions etc).

Accordingly, we now have a state of affairs where elections are significantly ‘beauty contests’. Just as voting on television programs like “American Idol” have a lot to do with how comfortable the audience feels with the performers now invading their living rooms, so, too, elections often hinge on how likeable and simpatico are the candidates. It is not that most Americans thought that George W. Bush was MORE competent than Al Gore or John Kerry. They liked Bush better and that sufficed for him to win two elections, against individuals who were arguably more competent and certainly more knowledgeable, but with whom the voters would not have liked to ‘share a beer’.

Your questions focus on the faces and on the body language of leaders in the world today. In ordinary life, we do judge people in terms of how comfortable they seem to be with themselves (that is signaled by body language) and on how sincere and friendly they seem (and that is signaled by eyes, mouth, and facial expression). With respect to the British case, it is clear that the smiling, comfortable charming Blair wins out over the rather dour and awkward Brown. And Cameron also wins in that comparison against Brown, and perhaps that is why he is the head of the Tory party.

Turning to France, Sarkozy comes off as too active, too energetic, too frenetic, but with the passage of time, people are getting used to these personal characteristics and, for his part, Sarkozy has calmed down a bit.

Obama certainly comes off as likeable and as comfortable in his own skin, and those are major reasons why he was elected. But there is something about the presentation of self that is rather distant, rather professorial. Obama likes people well enough but, unlike Clinton or Blair, does not seem like he NEEDS to have people around him. And that sense of distance– which served Charles deGaulle well– does not play well in a determinedly demotic, populist environment.

Which leaves Silvio Berlusconi. Truth to tell, most of the rest of the world cannot understand why Berlusconi remains a popular leader, despite his checkered past and his obvious personal and professional involvement in shady activities (financial, sexual). I have to think back to Latin leaders, like Juan Peron, for a similar example. And of course, Berlusconi cannot really be a ‘man of the people’ with his billions of dollars and control of the media.

I suspect that Berlusconi prevails for two reasons: l) There is no viable opposition (Sarkozy benefits from this lack of opposition as well); 2) His rascal personality and behavior has an appeal to the Italian population, particularly older males– just as Zuma’s persona in South Africa justifies sexism on the part of macho males. This is not just an Italian or South African phenomenon: Both Scott Brown in Massachusetts and Arnold Schwarzenegger in California benefit from this male chauvinist persona.

As an American with little sympathy for Berlusconi or Zuma, I like to quote Abraham Lincoln: “You may fool all of the people some of the time, you can even fool some of the people all of the time; but you can’t fool all of the people all the time.” There will be a post-Berlusconi era!

Howard Gardner in Mexico City

by Mayus Chavez

Last October, Mexico City had the pleasure of receiving Dr. Howard Gardner. Banamex, one of the most important Mexican Financial Groups, invited him to their “2009-3rd Encuentro de Educación Financiera “Respuestas de Pe$o” Ser, conocer y hacer para vivir juntos”. Dr. Gardner’s lecture “Five Minds of the Future” gave participants new alternatives to develop strategies within ourselves, and everyone who is devoted to education in a formal or informal way. He focused on how ethics must be present in each of our goals in the fields of knowing how to be, how to do, how to know and how to live, introducing his GoodWork Project to our Mexican society. In this forum, participants worked to find new answers for big questions such as: how to get new resources, how to administrate those resources, and how to create and save a legacy to our people.

Some participants in the forum were Alonso Lujambio, secretario de Educación Pública, who opened the event. Also, Enrique Zorrilla, General Director of Banamex, Alejandro Werner, subsecretario de Hacienda, Javier Arrigunaga director corporativo de Jurídico y Desarrollo Institucional de Banamex, Andrés Albo, director de Compromiso Social de Banamex y Loreto García Muriel, directora de Educación Financiera Banamex.

Dr. Gardner’s presentation contributed to analyze our social and economical situation from another point of view, giving to those who are concerned about education and about our global situation the opportunity to make deep reflections on our personal behavior, and how our daily work has a big impact on others, considering ethics, respect, creativity, synthesis, and discipline as the stones to construct a better future for mankind.

Some conclusions were: that we must work together to increase financial stability to Mexican families, giving them access to education through different cooperative programs, to promote GoodWork in order to make people realize how important it is for a country to work with its principles, and make a link with personal values to develop their financial situations, educating through values, and through the “Five Minds for the Future” principles, acting and working hand by hand to make that happen in every way, within each one’s job, family, government, society, school, mass media, and corporations.

We thank Dr. Gardner for being among us, and for his guidance in making a better Mexico.

See Howard Gardner discuss 5 Minds for the Future at the RSA in London in December of 2009.

The Ministers’ Misconceptions

by Howard Gardner

Of all the findings from cognitive psychology that are relevant for education, one stands out. That is the repeated demonstration, across a number of disciplines, of the prevalence of misconceptions and the difficulty of getting rid of them and replacing them with more powerful and more veridical conceptions. The most famous examples occur in physics. Students at outstanding universities, who have studied the laws of motion and have done well on standardized measures of achievement in physics, are asked to explain a new phenomenon—one that they have not studied but one governed by the laws of motion. Not only do these star students typically fail on these performances of understanding. More dramatically, their responses are often indistinguishable from those obtained from students who have never studied physics. Comparable examples can be found in biology, astronomy, psychology, economics — indeed across the disciplinary spectrum.

These difficulties can be blamed in part on inadequate instruction, but they also reflect a disturbing reality. When young, without the need for formal instruction, nearly all human beings develop ‘folk theories’ of how the world works: the physical world (if an object is broken into tiny, no-longer-visible parts, it ceases to exist); the biological world (all organisms were created at a single, pre-historical moment) and the social world (people who look different from me are to be feared and shunned). More effective theories can only be constructed in the mind of the learner through effective teaching and significant involvement with the materials (object, data) for which the disciplinary understandings are appropriate.

Nowadays almost everyone goes to school. And even in the remaining unschooled societies, there is informal tuition. Nonetheless, misconceptions continue to hold sway. Here are the some of the powerful misconceptions about learning and teaching that characterize the folk theories of human beings:

  • Education involves the transmission of ideas and skills from older and more powerful persons to those who are younger and under the control of their elders.

  • The young mind is a blank slate on which correct ideas and needed skills need to be implanted.

  • Learning should occur bit by bit; to the extent possible, errors should be identified, discouraged, corrected.

  • The best way to teach—indeed, the only effective way — is to reward correct answers and punish wrong ones.

  • On any dimension worth considering, you can array people from the best to the worst (a so-called ‘league table’).

  • If someone does not do what you want them to do, just ask them to do it, louder and louder, over and over again.

 

Now, since misconceptions like this are part of the human condition, it is not surprising that most children and most parents believe them. But that does not mean they are correct, any more than that the world is flat or that all creatures were created at the same moment. Indeed, considerable social-scientific research over the last century calls each of these so-called truisms into severe question.

It might seem reasonable to expect that those who are in charge of educational policy should have moved beyond these misconceptions. And indeed, if engaged in quiet discussion, at least some policymakers reveal their awareness of the research. And yet, in observing ministers of education all over the world, I find them remarkably tied to these powerful, though erroneous ideas. Indeed, I sometimes think that for most Ministers of Education, their only goal is to improve the performance of their nation in the international comparisons, independent of the worth or utility of that comparison. In fact, I’ve recently encountered a new ironical twist on this: The absolute standing of Scotland is less important than its relative position vis-a-vis England. Better to be 20th if Britain is 21st, than to be 10th if Britain is 9th.

Going beyond this ‘league table’ mentality, I am constantly surprised at the persistence, in ministerial talk and writing, of allegiance to the ‘transmission theory’ of education; the focus on rewards (even monetary ones) and punishment; the lack of openness to multiple answers, productive errors, creativity; and the preferred solution to bad performance on tests—the administration of more and more tests. It is like the misguided belief that if the patient is sick, the royal road to health involves repeating measurement of temperature.

I don’t mean to demean all Ministers of Education. As already suggested, some of them know better, and a few try to do better. It may be that there is something about the air in the ministries of the world, and in their all-too-frequent meetings with one another, that reinforces the worst of these misconceptions and repeats them endlessly to the public at large.

Of course, we do know a great deal about what actually brings about strong achievements in education around the world; plausible goals, understood and subscribed to by the range of constituents; awareness of the changing nature of knowledge and the need to prepare learners for an uncertain future; respect for teachers who, because of their knowledge of content and pedagogy and sensitivity to individual differences, merit respect; regular parental involvement; instilling in young people a love for learning that endures throughout life, even when no one is looking. If I were trying to determine in which school system to send my children or grandchildren, I’d beware of Ministers bearing misconceptions, I’d look instead for ones who understand these equally simply, and yet surprisingly elusive powerful ideas.

Press Release: On Teens’ Online Activities

by Carrie James

“Meeting of Minds” reports the result of cross-generational dialogues between adults and teens on ethical behavior

New York, NY/San Francisco, CA – Global Kids, Harvard’s GoodPlay Project and Common Sense Media today released Meeting of Minds, a report that highlights the ways in which parents, teachers, and teens relate to the emerging ethical dimensions of life online. The report is the result of a series of cross-generational online dialogues held this past spring about digital ethics, and reveals the critical importance of active adult engagement with teens to help develop healthy attitudes about online behaviors that often have long-lasting and far-reaching effects.

“Youth are largely navigating these new online spaces on their own, without any real adult guidance,” said Rafi Santo, Senior Program Associate in Global Kids’ Online Leadership Program. “We wanted to facilitate genuine conversation between generations about real-life issues kids are facing, such as how to present themselves online and how to relate to intellectual property. Adults often feel like they’re in the dark about new technologies, and teens need guidance navigating the ethical issues associated with them. We hope the report will help to bridge this gap.”

“Both adults and teens have important points to bring to conversations about digital literacy and citizenship. Adults bring their wisdom about the world, while teens bring their comfort and understanding of technology,” said Linda Burch, Chief Program and Strategy Officer at Common Sense Media. “We are so happy with the quantity and the quality of participation in this dialogue. It’s our hope that other groups will follow our lead and facilitate their own conversations between adults and teens on these online ethical issues over the Internet, in classrooms, at dinner tables, through community forums, and even at the policy level so that young people are empowered to be good digital citizens.”

The findings from the report revealed that teens’ biggest concerns in ethically challenging situations online are repercussions for themselves, rather than the implications of their actions for larger communities. Adults, on the other hand, are more concerned with responsibility to others and to communities when discussing digital dilemmas. For example, a teen who makes a fake profile page about her teacher might think it’s funny, while adults are more likely to point out how such an act might hurt or damage the teacher’s reputation.

The cross-generational dialogues, the first of their kind, included more than 250 participants from around the world and 2,500 posts from members that yielded rich information about the greatest points of connection and contention between teens and adults. Throughout the dialogues, adults and teens discussed their varied perspectives on how to behave in a digital world through a variety of scenarios concerning online ethics. Conversations ranged from illegal downloading and the creativity associated with remixing, to the factors that go into deciding to meet an online connection face-to-face.

About Global Kids, Inc. Founded in 1989, Global Kids’ mission is to educate and inspire urban youth to become successful students, global citizens and community leaders by engaging them in academically rigorous, content-rich learning experiences. We educate youth about critical international and domestic issues and promote their engagement in civic life and the democratic process. Through our Online Leadership Program we provide teens with opportunities to address community needs, raise awareness about global issues, and develop 21st-century skills through the use of new media. You can read about this work at globalkids.org

About The GoodPlay Project at Harvard’s Project Zero Supported by the MacArthur Foundation, the GoodPlay Project is an initiative focused on the ethical contours of young people’s digital lives. Led by Howard Gardner, we are exploring five issues we believe to be ethically charged in the new digital media: Identity, privacy, ownership/authorship, credibility, and participation. In our research, we study the ethical stances of digital youth with respect to these issues. We also create curriculum to scaffold greater ethical thinking online. Download the white paper on digital ethics that framed the Focus Dialogues.

About Common Sense Media Common Sense Media is dedicated to improving the media and entertainment lives of kids and families. We exist because media and entertainment profoundly impact the social, emotional, and physical development of our nation’s children. As a non-partisan, not-for- profit organization, we provide trustworthy information and tools, as well as an independent forum, so that families can have a choice and a voice about the media they consume. Common Sense Media also works with educators and policymakers to build programs that empower kids to become good digital citizens. Visit commonsensemedia.org for parent media tips, media reviews, and educational resources for classroom use.

Link: http://www.globalkids.org/meetingofminds.pdf