Comparison of Educational Theories: Perspectives of Carol Dweck and Howard Gardner in Developing Individual Potential
DOI:
https://doi.org/10.31004/anthor.v2i6.250Keywords:
Growth Mindset Theory, Multiple Intelligences Theory, Individual Potential Development, Inclusive Education, Educational Theory ComparisonAbstract
This research aims to compare Carol Dweck's Growth Mindset Theory and Howard Gardner's Multiple Intelligences Theory in the context of developing individual potential. The study utilizes literature review and comparative analysis as the research method to compare the two theories. In the pursuit of optimizing individual potential, the growth mindset emphasizes the importance of a developing mindset, viewing failures as opportunities for learning, and creating a supportive learning environment. On the other hand, multiple intelligences theory acknowledges the diversity of intelligences and advocates for the development of all types of intelligence in education. In inclusive modern education, the application of both theories can motivate students to grow and learn, develop self-confidence, and optimize their potential in various areas of intelligence. Through this approach, modern education can create a stimulating environment, facilitate holistic development, and produce individuals who are prepared to face future challenges. By understanding the differences and similarities between these two theories, education can adopt an inclusive approach that focuses on the full development of each individual's potential, ensuring that students are empowered to achieve academic success and optimal personal growth.
References
Booth, R., & O’Brien, P. J. (2008). An Holistic Approach for Counsellors: Embracing Multiple Intelligences. International Journal for the Advancement of Counselling, 30(2), 79–92. https://doi.org/10.1007/s10447-008-9046-0
Cavas, B., & Cavas, P. (2020). Multiple Intelligences Theory—Howard Gardner (pp. 405–418). https://doi.org/10.1007/978-3-030-43620-9_27
Darmawati.R, Prayitno, M. A., Solehuddin, M., Sappaile, B. I., & Cahyono, D. (2023). A Comparison of John Dewey and E. D. Hirsch’s Thoughts on Determining Quality Educational Goals. Competitive: Journal of Education, 2(3), 156–168. https://doi.org/10.58355/competitive.v2i3.35
Davis, K., Christodoulou, J., Seider, S., & Gardner, H. E. (2011). The Theory of Multiple Intelligences. Cambridge University Press.
Dweck, C. S. (2014). Teachers’ Mindsets: “Every Student has Something to Teach Me.” Educational Horizons, 93(2), 10–15. https://doi.org/10.1177/0013175X14561420
Dweck, C. S. (2008). Mindsets and Math/Science Achievement. Carnegie Corporation of New York.
Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A View from Two Eras. Perspectives on Psychological Science, 14(3), 481–496. https://doi.org/10.1177/1745691618804166
Gardner, H. (2006). The Development and Education of the Mind. Routledge. https://doi.org/10.4324/9780203019689
Gardner, H. E. (2000). Intelligence Reframed: Multiple Intelligences for the 21st Century. Basic Book.
Gardner, H., & Hatch, T. (1989). Educational Implications of the Theory of Multiple Intelligences. Educational Researcher, 18(8), 4–10. https://doi.org/10.3102/0013189X018008004
Haimovitz, K., & Dweck, C. S. (2017). The Origins of Children’s Growth and Fixed Mindsets: New Research and a New Proposal. Child Development, 88(6), 1849–1859. https://doi.org/10.1111/cdev.12955
Kezar, A. (2001). Theory of Multiple Intelligences: Implications for Higher Education. Innovative Higher Education, 26(2), 141–154. https://doi.org/10.1023/A:1012292522528
Lolang, E., Rais, R., Oualeng, A., & Prayitno, M. A. (2023). Analysis of Educational Messages in The Lion King Movie: Perspectives on Character Education and Environmental Conservation. Competitive: Journal of Education, 2(2), 122–130.
Prinz, A., Zeeb, H., Flanigan, A. E., Renkl, A., & Kiewra, K. A. (2021). Conversations with Five Highly Successful Female Educational Psychologists: Patricia Alexander, Carol Dweck, Jacquelynne Eccles, Mareike Kunter, and Tamara van Gog. Educational Psychology Review, 33(2), 763–795. https://doi.org/10.1007/s10648-020-09552-y
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking Giftedness and Gifted Education. Psychological Science in the Public Interest, 12(1), 3–54. https://doi.org/10.1177/1529100611418056
Yeager, D. S., & Dweck, C. S. (2020). What Can be Learned from Growth Mindset Controversies? American Psychologist, 75(9), 1269–1284. https://doi.org/10.1037/amp0000794
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Arshy Prodyanatasari, Mustofa Aji Prayitno, Ferdinand Salomo Leuwol, Siti Aminah, Maskur
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
