"Insights into One of the Greatest Mysteries of Human Behavior Minds" are exceedingly hard to change. Ask any advertiser who has tried to convince consumers to switch brands, any CEO who has tried to change a company's culture, or any individual who has tried to heal a rift with a friend. So many aspects of life are oriented toward changing minds - yet this phenomenon is among the least understood of familiar human experiences. Now, eminent Harvard psychologist Howard Gardner, whose work has revolutionized our beliefs about intelligence, creativity, and leadership, offers an original framework for understanding exactly what happens during the course of changing a mind - and how to influence that process. Drawing on decades of cognitive research and compelling case studies - from famous business and political leaders to renowned intellectuals and artists to ordinary individuals - Gardner identifies seven powerful factors that impel or thwart significant shifts from one way of thinking to a dramatically new one. Whether we are attempting to change the mind of a nation or a corporation, our spouse's mind or our own, this book provides insights that can broaden our horizons and improve our lives.
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Gardner, a psychologist and professor at Harvard, examines the factors involved in changing minds on significant issues, in politics, science, business and art. He identifies seven key elements, including reason, research and real world events, that are part of the decision-making process. Certain facets are more heavily weighted in some fields than others: "leaders of large groups often rely on the appreciable resources at their disposal but are buoyed or undercut by real world events," says Gardner (Frames of Mind), who believes this explains why a politician or a CEO will disregard advice in the face of larger issues and popular perceptions. To prove his theories, Gardner analyzes the behavior of several individuals including President Bush, Britain's Margaret Thatcher and Tony Blair, and South Africa's Nelson Mandela. Gardner doesn't limit his examination to politicians because he also believes that artists, writers, musicians and teachers can change people's minds. While the discussions and real-life examples are intriguing and do clarify Gardner's theories, the book doesn't fully deliver on its promise. Although Gardner does offer suggestions on how someone can influence others, he doesn't include a detailed prescriptive strategy for decision makers in the business world. Readers must draw out insights on their own, which, given the complexity of the material, may be difficult.
Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.
Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.
Review
"This quick, enjoyable read outlines Gardner's research and thinking on how best to convince others (or yourself)." -- CIO Magazine, April 1, 2004
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62 of 64 people found the following review helpful
Format:Hardcover|Amazon Verified Purchase
For well over 10 years, Howard Gardner has been writing books exploring many aspects of the mind - from how the mind creates, to traits leaders have. Following this path, he has now written a book exploring the phenomenon of mind changing. How do we do it? What plays a factor in it? Why is it so dang hard to convincce people to give up well cherished (wrong) beliefs for new (right) ones?
The problem is that we get only the vaguest of answers to these questions. As I like to say, the best psychology tells us most of the things we already knew (but may not have known we knew). This book follows suit. It might explain which of the seven "factors" (listed by the reviewer below) plays a part in different mind changing situations, but hardly eluminates beyond that.
For instance, in a chapter devoted to how politicians try and change our minds, we hear about Margaret Thatcher and Ronald Reagan (both iconoclasts who were successful in the end at mind changing). The explanation to their success in mind changin is that they were able to tell their story, their nation's story, and a vision for the country's future, in different conceptual language than their opponents (and convine us that their own story was better. That answer seems quite right, but I was hoping it would be followed by examples of how they did this - how they told stories different from their opponents, while gradually winning acceptance for them. Gardner hardly gives any.
Much of the book is like this. After he explains the general principles utilized in one situation, he doesn't bolster it with detail and example, but simply moves on to the next situation.
What it all makes for is a somewhat (somewhat!) interesting, but hardly revealing, book.
The problem is that we get only the vaguest of answers to these questions. As I like to say, the best psychology tells us most of the things we already knew (but may not have known we knew). This book follows suit. It might explain which of the seven "factors" (listed by the reviewer below) plays a part in different mind changing situations, but hardly eluminates beyond that.
For instance, in a chapter devoted to how politicians try and change our minds, we hear about Margaret Thatcher and Ronald Reagan (both iconoclasts who were successful in the end at mind changing). The explanation to their success in mind changin is that they were able to tell their story, their nation's story, and a vision for the country's future, in different conceptual language than their opponents (and convine us that their own story was better. That answer seems quite right, but I was hoping it would be followed by examples of how they did this - how they told stories different from their opponents, while gradually winning acceptance for them. Gardner hardly gives any.
Much of the book is like this. After he explains the general principles utilized in one situation, he doesn't bolster it with detail and example, but simply moves on to the next situation.
What it all makes for is a somewhat (somewhat!) interesting, but hardly revealing, book.
66 of 71 people found the following review helpful
Format:Hardcover
Howard Gardner is probably best known for his theory that human intelligence has at least 8 dimensions, each dimension requiring acknowledgement and development. His work is generally considered part of the 'constructivist' school of psychology, which seeks to correct various failings in the standard American philosophy of mind: behaviorism. For the behaviorist, scientist can only discuss measurable and repeatable phenomena. 'Anecdotal' stories are explicitly disqualified, with particular emphasis on 'privileged insight' of our own 'self'. This leads to a favorite constructivist joke about behaviorists, which Gardener quotes early in the book: "So the two behaviorists had just finished making love, and the first one turns to the other, and says, 'It was good for you, was it good for me?'"
Constructivism seeks to remove the straightjacket behaviorism imposes on scientific dialog. It holds that learners impose meaning on the world, and so "construct" their own understanding based on their unique experiences. I mention this to put 'Changing Minds' in context. Constructivism is far from 'accepted' among academics or the general population. Despite Gardner's claims to the contrary, most academics would argue his theories are non-scientific, anecdotal gobbly-gook. He fails to obey the behaviorist dogma about relying on probability and measurable phenomena, and should not be allowed any voice in 'scientific academia'. Without this backdrop of academic controversy, the book's message will seem oddly out of balance. Gardner's themes don't really emerge naturally for the reader. This occurs because his arguments are designed to address an academic milieu the general reader will not know.
Gardener sidesteps the academic debates by addressing the needs of educators rather than psychologists. According to Gardner, the school is an environment for 'changing minds'. This is going to sound a bit odd to most, since most would argue school is for 'imparting truths' upon the 'blank slates' of student minds. It isn't a matter of 'changing minds', but putting something there in the first place. Though strange to see this material presented as 'business literature', the emphasis on education over 'theory' provides Gardner an escape from academic nihilism.
Changing the minds of students involves engaging the ideas occupying student attention and reshaping them to more closely approximate some goal. For Gardner, 4 classes of 'ideas' can be distinguished:
A. Concepts: the elementary units of logic. The notion 'dog' is a concept.
B. Stories: the narrative flow of conceptual units producing emotional response. For example, the feeling 'I understand' is an emotional response to a good story.
C. Theories: Stories, when generalized, become theories
D. Skills: Phenomena the 'self' or 'mind' can generate via an activating sequence of bodily motions.
The process of 'molding' involves 'representational redescription' of their attention. Gardner comes back to this theme over and over, again. Change can only take place when the representational models take new forms. This requires the 'change agent' (teacher) to engage the student in a process of tearing up the existing model and reconstructing it in a new form. This produces new theories about how the world works. These efforts are aided by 'resonance', an emotional experience reinforcing the 'new model'. They are inhibited by 'resistance', or attachments to the old models. Additionally, the teacher must be prepared for either abrupt or gradual change. Gardner unfortunately ignores the mental mechanics of 'changing minds', but he is quite willing to acknowledge it takes its own pace. The slow is just as effective as the fast.
Gardener argues there are 7 factors (levers). Each must be considered when the 'change agent' (teacher) designs the process of tearing up the old model and reconstructing something different.
1. Reason-the act of logical inspection
2. Research-the act of study
3. Resonance-the experience of 'understanding'
4. Representational redescriptions: with out the images. Nothing happens
5. Resources and rewards
6. Real world event
7. Resistance-persistent images which the audience is attached to
Additionally, the change agent must consider the social setting.
A. Is his presentation 'face to face' or indirect?
B. Is the presentation directed at a homogeneous audience, or one with significant disagreements?
C. Someone else, or the change agent themselves?
With this in mind, Gardner generalizes the realm of 'politics' as one where 'the change audience' is approached 'directly', the audience is diverse and the focus 'external' to the agent. On the other hand, a doctor's approach is direct; the audience has one frame of mind and is 'external' to the agent. In contrast, a scientist changes minds indirectly via his publications.
Finally, Gardner suggests being aware of the audience's initial state of mind. In some cases this is a matter of expectations, but other times the 'initial state' is a function of recent events. For example, at the start of the ideal class, the 'students' are all alert, well fed and eager to understand the teacher's logical presentation. The reality is that many students will be dealing with fear, distrust, dislikes, pain, language differences and disinterest.
After making some rather futile attempts to illustrate these ideas with 'the lives of famous people', Gardner offers a token plan: Before launching into a change program, answer the following questions:
1. What is the redescriptional goal: Do you want to 'redescribe' a concept? a story? a skill?
2. Who is your audience? Are they diverse?
3. What is your relationship with the audience?
4. What impact will the 'change plan' have on audience?
5. Which of the 7 factors (levers) is most important?
6. Is the change ethical? Is the world better off after the change has been made?
This above plan relies heavily on Neuro-Linguistic Programming (NLP), a program widely derided by academics. In particular, the standard NLP question 'is the change ethical' represents something of a logical land mine for this somewhat academic presentation. Entire books are devoted to this topic.
Overall, 'Changing Minds' suffers an inability to focus on a straightforward message. Despite this, the suggestions are more than worthy of your attention. The book is well worth the effort required to tease out some meaning.
Constructivism seeks to remove the straightjacket behaviorism imposes on scientific dialog. It holds that learners impose meaning on the world, and so "construct" their own understanding based on their unique experiences. I mention this to put 'Changing Minds' in context. Constructivism is far from 'accepted' among academics or the general population. Despite Gardner's claims to the contrary, most academics would argue his theories are non-scientific, anecdotal gobbly-gook. He fails to obey the behaviorist dogma about relying on probability and measurable phenomena, and should not be allowed any voice in 'scientific academia'. Without this backdrop of academic controversy, the book's message will seem oddly out of balance. Gardner's themes don't really emerge naturally for the reader. This occurs because his arguments are designed to address an academic milieu the general reader will not know.
Gardener sidesteps the academic debates by addressing the needs of educators rather than psychologists. According to Gardner, the school is an environment for 'changing minds'. This is going to sound a bit odd to most, since most would argue school is for 'imparting truths' upon the 'blank slates' of student minds. It isn't a matter of 'changing minds', but putting something there in the first place. Though strange to see this material presented as 'business literature', the emphasis on education over 'theory' provides Gardner an escape from academic nihilism.
Changing the minds of students involves engaging the ideas occupying student attention and reshaping them to more closely approximate some goal. For Gardner, 4 classes of 'ideas' can be distinguished:
A. Concepts: the elementary units of logic. The notion 'dog' is a concept.
B. Stories: the narrative flow of conceptual units producing emotional response. For example, the feeling 'I understand' is an emotional response to a good story.
C. Theories: Stories, when generalized, become theories
D. Skills: Phenomena the 'self' or 'mind' can generate via an activating sequence of bodily motions.
The process of 'molding' involves 'representational redescription' of their attention. Gardner comes back to this theme over and over, again. Change can only take place when the representational models take new forms. This requires the 'change agent' (teacher) to engage the student in a process of tearing up the existing model and reconstructing it in a new form. This produces new theories about how the world works. These efforts are aided by 'resonance', an emotional experience reinforcing the 'new model'. They are inhibited by 'resistance', or attachments to the old models. Additionally, the teacher must be prepared for either abrupt or gradual change. Gardner unfortunately ignores the mental mechanics of 'changing minds', but he is quite willing to acknowledge it takes its own pace. The slow is just as effective as the fast.
Gardener argues there are 7 factors (levers). Each must be considered when the 'change agent' (teacher) designs the process of tearing up the old model and reconstructing something different.
1. Reason-the act of logical inspection
2. Research-the act of study
3. Resonance-the experience of 'understanding'
4. Representational redescriptions: with out the images. Nothing happens
5. Resources and rewards
6. Real world event
7. Resistance-persistent images which the audience is attached to
Additionally, the change agent must consider the social setting.
A. Is his presentation 'face to face' or indirect?
B. Is the presentation directed at a homogeneous audience, or one with significant disagreements?
C. Someone else, or the change agent themselves?
With this in mind, Gardner generalizes the realm of 'politics' as one where 'the change audience' is approached 'directly', the audience is diverse and the focus 'external' to the agent. On the other hand, a doctor's approach is direct; the audience has one frame of mind and is 'external' to the agent. In contrast, a scientist changes minds indirectly via his publications.
Finally, Gardner suggests being aware of the audience's initial state of mind. In some cases this is a matter of expectations, but other times the 'initial state' is a function of recent events. For example, at the start of the ideal class, the 'students' are all alert, well fed and eager to understand the teacher's logical presentation. The reality is that many students will be dealing with fear, distrust, dislikes, pain, language differences and disinterest.
After making some rather futile attempts to illustrate these ideas with 'the lives of famous people', Gardner offers a token plan: Before launching into a change program, answer the following questions:
1. What is the redescriptional goal: Do you want to 'redescribe' a concept? a story? a skill?
2. Who is your audience? Are they diverse?
3. What is your relationship with the audience?
4. What impact will the 'change plan' have on audience?
5. Which of the 7 factors (levers) is most important?
6. Is the change ethical? Is the world better off after the change has been made?
This above plan relies heavily on Neuro-Linguistic Programming (NLP), a program widely derided by academics. In particular, the standard NLP question 'is the change ethical' represents something of a logical land mine for this somewhat academic presentation. Entire books are devoted to this topic.
Overall, 'Changing Minds' suffers an inability to focus on a straightforward message. Despite this, the suggestions are more than worthy of your attention. The book is well worth the effort required to tease out some meaning.
111 of 128 people found the following review helpful
By Brian Petula
Format:Hardcover|Amazon Verified Purchase
Howard Gardner is an education thought-leader who has changed minds at many levels - among his students, with educators and society at large. In "Changing Minds", Howard Gardner re-examines concepts presented in his earlier works - i.e. multiple intelligences, the "disciplined" mind, the importance of integrating ethics with instruction/leadership, etc. He then presents seven "levers" for changing minds and discusses their application at various levels of mind change (from societal to intimate relationships). As usual, Gardner has produced an important, well organized book supported with excellent real-world examples. Unfortunately, the book stops short of providing specific tools and techniques for applying his model for changing minds. Perhaps in a sequel, Gardner will share more specific tools and techniques that may be used to "map the mental terrain", compile and present convincing research, build resonance and breakdown resistance. (Those looking for more detail may want to dig deeper into the tools/techniques used in organizational development, team-building, leadership development and self-awareness.) Nevertheless, a book worth reading for the model presented and reminder that one must keep both the mind and ears open to effectively change others.
Most Recent Customer Reviews
5.0 out of 5 stars
Really good
Really good book, I don't want to spend a lot of time explaining it as people feel the need to do in these reviews, but all you need to know if you are interested in this sort of... Read more
Published 1 month ago by Fox
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Published 2 months ago by Salah Meemar
4.0 out of 5 stars
Insight in to how opinions are developed
An interesting take on how opinions are developed and what is effective for changing them in various contexts. Read more
Published 3 months ago by Green Moose
1.0 out of 5 stars
Howard, say it isn't so.
After establishing a truly world-class reputation for his insights on intelligence he seems to have lost any further insightful thread. Read more
Published on November 18, 2010 by tarrows
4.0 out of 5 stars
Core Intelligencs
Howard Gardner's identification of the constructs, artifacts, and values that make up our "character" and personality, is equally true for organizations. Read more
Published on June 20, 2010 by J. Rice
1.0 out of 5 stars
Limited in scope, unengaged in style
Howard Gardner is no expert on changing minds. That becomes clear in this book, which offers a long and uninteresting pile of lecture stories. Read more
Published on August 27, 2009 by Timothy P.
3.0 out of 5 stars
Changing minds is (usually) a slow process
I like Howard Gardner's step by step explicatory writing. I respect the crucial role he played in breaking open the complexities of intelligence, and I like the way he continues to... Read more
Published on May 24, 2009 by P. Schapper
5.0 out of 5 stars
Change the Job Interviewer's Mind
The power to influence another persons thought process or even break free of our own rigid thinking is a highly advantageous skill to have in work and life. Read more
Published on November 30, 2008 by Danny Iny
5.0 out of 5 stars
Science of Persuasion
This is one of my favorite books on persuasion and psychology of changing other people's (as well as your own) mind. Read more
Published on June 12, 2008 by William J. Romanos
1.0 out of 5 stars
Limited examples, has little respect for the changee
I agree with many of the unenthusiastic reviews. The book could be much shorter and more effective if the author and editors had cut some of plentiful Harvard family stories. Read more
Published on January 25, 2008 by Ketchkemet
Citations (learn more)
This book cites 90
books:
See all 90 books this book cites
- Leading Minds: An Anatomy Of Leadership by Howard E. Gardner on 4 pages
- Good Work by Howard E. Gardner on page 206, Back Matter (1), and Back Matter (2)
- The Structure of Scientific Revolutions by Thomas S. Kuhn on page 117, Back Matter (1), and Back Matter (2)
- Thought and Language - Revised Edition by Lev S. Vygotsky in Back Matter (1), and Back Matter (2)
- In a Different Voice: Psychological Theory and Women's Development by Carol Gilligan on page 120, and Back Matter
See all 90 books this book cites
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