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Choisir la bonne préposition

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Faire le bon choix

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In my concept map, I wanted to focus on the "5 minds of education" by Howard Gardner, but I also wanted to incorporate Mike Rose's concepts and Diane Laufenberg's ideas as well. In the disciplined mind part of the concept map, I took inspiration from Laufenberg's TedX Talk, where she talked about failure and how it is a part of learning. However, the disciplined mind plays a part in that because it shows how failure is a part of the learning process and how you must try again in order to learn from the mistakes you made in the past. I also focused on the other 4 minds, but what I liked most about my concept map was the synthesizing mind info. The synthesizing mind focuses on how we teachers and students can implement new methods to overall have a better learning experience for the students.
Hands-on learning and learning from real-life examples helps not only children but people in general learn better, because they can actually connect to it, and when there is emotion behind learning, the information seems to stick better.

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When creating my mind map, I wanted to visualize a combination of how all 3 authors are connected by what they believe in and what I learned. Starting with Diane Laufenberg- her TedTalk was interesting to watch and I connected her to Gardner through the synthesizing and creative minds for approaching learning in a new way, and also teaching creatively and enabling students to unleash that aspect of them. I connected her to Mike Rose for a similar reason, learning creatively by experiential/vocational learning; which Mike Rose spoke upon through Lives on the Boundary. Moving on to Mike Rose, I visualized things he learned through his education and also a piece of one of his interviews. I connected Mike Rose to Howard Gardner through the disciplined mind because Rose discussed blue collar, white collar, critical thinking and mastery in his interview. I then connected him to Gardner again through the respectful mind after learning about the different people Rose met while reading Lives on the Boundary and how they played a role in his life. Not only was it a positive experience connecting the 3 authors, it was also interesting because they all have different experiences and views on the change that needs to occur within the education systems. Collectively all of the authors value many of the same morals or minds that Gardner presents, and uses creativity to establish a world of new learning.

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For my mind map, I thought that the main focus should be education because all three of these people are focused on bettering education in their own ways. I added all three of the people we have been learning about and included what I thought were their most important ideas or ideologies. I also added dotted lines to connect ideas where they had similar thinking or their ideas related to each other. Howard Gardner discusses the five minds for the future, which are the disciplined mind, the ethical mind, the synthesizing mind, the respectful mind, and the creating mind. The respectful mind is all about respecting others and being inclusive. I think that this relates to some of Mike Rose's ideas. He discusses creating an open and inclusive education system so everyone has the chance to learn. Rose also discusses our unconscious biases and the distinctions between blue and white-collar workers. We need to learn to think without our biases and also realize that blue and white-collar workers may do different things, but that does not mean that a white-collar worker is automatically smarter than a blue-collar worker. Gardner's creating mind is all about new ideas and new ways of thinking. Rose discusses experiential learning and I think that finding new ways of learning and using experiences to help teach children relates to the creating mind and finding new ways to learn. Diana Laufenberg discusses how important experiential learning and failure are in the learning process. She also discusses validating students' learning and empowering students' voices because they should have a say in their own education. Diana Laufenberg and Mike Rose agree that failure is very important when learning. Mike Rose says that failure increases potential and Diana Laufenberg says that failure is a part of the instructional process when learning. Mike Rose discusses the need for an open and inclusive education system and how failure increases potential. He also talks about our unconscious biases and the distinctions that people make between white-collar and blue-collar workers. As I discussed earlier, his ideas relate to the ideas of Diana Laufenberg and Howard Gardner. All three of these people have great ideas that can help better education and the education system. Some of their ideas are a little different, but they can relate to each other in many ways.

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The "Five Minds of the Future" is a framework outlining five essential cognitive capacities that individuals should cultivate to thrive in the rapidly evolving world. These minds encompass Disciplined, Synthesizing, Creating, Respectful, and Ethical thinking.The Disciplined Mind refers to the ability to master a particular field of knowledge or skill, demonstrating expertise and proficiency. It emphasizes the importance of rigorous training and focused practice. The Synthesizing Mind involves integrating information from various sources and disciplines, recognizing patterns, and drawing connections to generate new insights and ideas. It encourages holistic thinking and interdisciplinary approaches. The Creating Mind emphasizes originality and innovation, allowing individuals to produce novel solutions, products, or expressions. It encourages imaginative thinking and the generation of new content. The Respectful Mind emphasizes understanding and appreciating diverse perspectives and cultures, fostering tolerance and empathy. It encourages open-mindedness and a willingness to engage with others respectfully. Lastly, the Ethical Mind pertains to the capacity to consider the broader impact and ethical implications of one's actions and decisions. It encourages individuals to make choices that benefit the greater good and align with moral principles. This framework serves as a guide for developing a well-rounded cognitive toolkit that empowers individuals to navigate the complexities of the future effectively.

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As everyone else has done, with my mind map the main connection between the three authors was education. It was easy to connect other points to Gardeners five minds for the future, as all 5 are such crucial ways of thinking about education from the teachers perspective, as well as the childs. I connected a few points to these minds, including Laufenbergs ideas of connecting the learning to real world situations - this one I drew a line to the synthesizing mind, as well as Roses general sentiment that intelligence does not have a specific definition in education. In the real world, everyone has varying levels of knowledge and we all are intelligent in ways others might not be. I also connected that same Rose thought to the respectful mind, as those ideas were the same in that we all need to understand and respect what each individual has received for education and whatnot. Lastly, another connection I made was the ethical mind to Roses idea (once again) that we need to recognize individual strengths, as ethically we should not be so conceded as to believe whatever we received for education was the end all be all in the world.

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For my mind map I focussed first on the three people we have been learning about in class and their thoughts and ideals about education. For each of the three- Howard Gardener, Mike Rose, and Diana Laufenberg- I laid out ideals that stood out to me when reading. Through mapping out my ideas I first saw how Rose's and Laufenberg's ideas were connected through the idea that failure can lead to success and that it is a vital part in learning. I then saw that there could also be connections between Laufenberg and Gardeners "5 minds" with the ideals of experiential learning and creating.

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After reading chapters and watching videos from Howard Gardner, Mike Rose, and Diane Laufenberg, there have been so many similarities that connect all three of these brilliant authors/ professors. I have attached my venn diagram that gives a brief description of each individual and then in the middle, I added 3 different ideas that connect all three of these people. Gardner, Rose, and Diane all share a similar concept about how there are many ways you can be intelligent. They all believe education could be both hands on and intellectual. In my venn diagram, I made sure to include all their specific and personal meanings on education. For starters, Diane Laufenberg made it clear that the only way to succeed is to fail and learn from your mistakes. Mike Rose believes the stereotyping that white collared jobs make an individual more intelligent than a blue collared worker is completely wrong. He believes there are so many different types of intelligent people. This goes hand in hand with Howard Gardners theory of "Multiple intelligences theory" which basically means there are many different types of intelligence. In conclusion, all three of these individuals are looking to better the future of education by using their voices to show there are many different definitions of intelligence. There is not only one way you can be classified as an intelligent individual.

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For my mindmap, I’ve summarized the educational ideologies of Howard Gardner, Diane Laufenberg, and Mike Rose. Using the reading and viewings we looked at in class, I emphasized the main points of each person's views. For Howard Gardner, I focused on his “Five Minds for the Future”, which shows the importance of a synthesizing, disciplined, ethical, respectful, and creative mind. After watching Diane Laufenberg’s TED talk I chose to focus on the beliefs of learning through mistakes, hands-on learning, and that standardized testing is not a proper learning tool. For the summarization of Mike Rose’s theories, I chose to emphasize the ideas that intelligence is shown in every task, experiences shape intelligence, and privilege should not mean a better education. Overall, my diagram reflects the views on education of Howard Gardner, Diane Laufenberg, and Mike Rose. These similar yet very different values summarize cognitive abilities, hands-on learning, and individual intelligence.

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As someone who is a visual learner, this assignment really helped me make connections between these three important figures in the field of education. More connections were made between Diane Laufenberg and Mike Ross. Both discussed allowing failure in life because it can be used as teachable moments and create potential. Ross and Laufenberg understood that children were failing to meet their potential because of the way they were learning. They both had the connection of their experimental learning techniques. Gardner also welcomed differences in the field of education. He believed that making connections by synthesizing was the way to go. Howard felt that each mind would fall into one of the 5 minds of the future and that my zoning in on one of them could meet potential. This makes him a bit of an outcast in the mind map because while he accepted differences he also was restrictive by defining 5 minds.

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I created my mind map by first including the three major individuals we have discussed the last few in class regarding education. The first individual is Howard Gardener, the author of "5 Minds for the Future". Gardener focuses on five specific minds that he believes are essential to shaping a well-rounded individual. If an individual has these minds, he is confident that it will prepare them for not only the expected situations, but the unexpected situations they may find themselves in as well. The second individual included is Mike Rose, the author of "Lives on the Boundary". Rose believes that education needs to be a more open system, as every individual holds potential in their own way, no matter their background. No matter what occupation they may be involved in, they should be given the basis to be successful. The third and final individual is Diana Laufenberg who was in the TED episode “How to Learn From Mistakes”. She explains the significance of experiential learning and embracing failure. When an individual fails, it allows them to process and learn more than they would if they were perfect every single time.
My mind map shows the connection between all three of these individuals and their stance or influence on education. The dotted lines are the representation of the connections I made. Gardner's five minds can really play into any of the other concepts highlighted by both Rose and Laufenberg since they are very broad, so I connected each to one of the others. For example, I connected Gardener's synthesizing mind to Laufenberg’s concept that student voices and openness are essential to education and learning, while I connected his respectful mind to Rose’s idea of unequal opportunities. I then connected the two concepts left to one another as they go hand in hand. Rose’s idea of having many assets and deficits involved with Laufenberg’s idea of embracing failure gives a visual of no matter how many times you get knocked down, whether that be educationally or even outside of school, it is okay to recognize it and come back stronger than ever. In education, a bad grade does not define you as a person, just as in society, your wealth or race does not define you. In either situation you can still be successful if you learn from your mistakes and persevere through difficult times.

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This assignment helped me show what I have learned in a visual way. Putting my ideas into a visual map was able for me to show I understand that the three authors had connections and differences at the same time. I chose my main idea to be educational beliefs/better education. I felt as if Mike and Diane had the most in common, the one thing I thought was interesting was how they both focused on how grades don’t define the student's abilities. They both mentioned how some students cannot learn the same way other students are able to, and that most kids cannot learn to their full potential because of the schools. Where they all come together is when Gardener talks about creativity in his five minds, meaning Mike and Diane’s claim about how students should be able to do things that will help them in their daily lives rather than just in the classroom. I was able to strongly connect with the idea that grades don’t define who we are as students, and that we learn the material just to take the assessment and score high, shortly after that information is lost and forgotten.

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I based my mind map off what I believed all three writers agreed on which was better education for students. I kept the diagram simple and focused on the parts from each author that resonated with me most. I feel that Mike and Diane had more in common with their ideas. They focused more on specific changes like, the fact that grades aren't defining, the unfairness in schools, etc. They shared the same point of view when seeing students that struggle to learn in the way schools expect them too. They believe it is important to teach children real world issues that they can use in their every day lives, not just in a classroom. Gardener shared his very fascinating ideas, one of them being creativity. By creativity, he means to allow students to be creative in a classroom therefore they can have their own learning experiences. I find that very unique because theres not much space for creativity and freedom to express yourself in schools today. I saw a connection between Diane and Gardener when speaking of creativity. Diane mentioned allowing students to express themselves which I believe would connect her and Garderner's idea. Something that is not often brougt up within schools is the inequality that goes on and I love that Gardener was able to pinpoint that. He uses the words "respectful" and "ethical" when expressing why all students deserve the same amount of resources no matter their class. Overall, I love the ideas of all three writers and I feel that in one way or another they all share the same ideas which would result in overall better education given to students along with teaching them life skills outside of school. As a student, it is true that most of the things that are taught are forgotten because we will never use the information outside of school which reminds me of Diane's statement to make class more interesting for students. If the material being taught in class is relevant to the world along with interesting, kids benefit in all aspects.

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Briefly elaborate on what you want to discuss.

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For my concept map I chose my main topic to be educational beliefs. Branching off this topic, I included the three important figures in education that our class has learned about thus far- Howard Gardner, Mike Rose, and Diane Laufenberg. I then attached the “5 Minds for the Future” off of Howard Gardner. Diane Laufenberg’s TED talk ended with her summarizing the three main points discussed in her presentation- experimental learning, embracing failure, and student voice, so I included those off of her name. Lastly, I added some of the most important points Mike Rose mentions in his book and in his interview. He emphasizes the need for an open education and that the poor should be invited into our educational society as they have just as much potential as everyone else. He also believes work and mind go hand in hand as blue-collar people critically think just as much as white-collar people.

As for connections, Gardner’s “creating” mind can be applied to Laufenberg’s experiential learning as she allows her students to engage in the classroom in very creative ways that give them the experience they need. Gardner’s “respectful” and “ethical” minds can be seen in Rose’s proposal to include the poor in our society as they belong just as much as anyone else despite their fundamental deficiencies and different intellectual capacity. Laufenberg’s emphasis on student voice can connect to Rose’s need for an open education system as students should be able to speak up and have an opinion on the education they are receiving. Lastly, Rose and Laufenberg share very similar beliefs when it comes to failure. They both think failure is necessary because it allows students to learn from their mistakes and it strengthens their potential to succeed.

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The overarching theme in this mindmap is the future of humanity and how it connects to education. Here I discuss Howard Gardner, Diane Laufenberg, and Mike Rose. These three people connect in the way they view the current method of educating the newer generations. They are all in agreement that we have to be innovative, accepting, and teach them new ways of thinking and analyzing. Mike discusses how children have unequal opportunities because of their background, and Diane agrees with this in that student voices are failed to be heard by many. The red dotted lines represent a common connection between these people.

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I created a map that included my biggest take aways from Gardener, Rose, and Daufenberg. What stood out to be with the reading and videos we have covered on them. All three individuals who we have covered through class have opinions on education and the education system.
Most, if not all, of what we covered with Gardener was with his 5 Minds of The Future, so I included each mind that he details.
With Rose, what stood out to me was his idea of intelligence, and how he thought it was wrong to assume or determine the intelligence  level of someone base on their job or background. These stereotypes lead to systematic issues that become hard to break.
I really connected with Laufenberk when talking about the importance of failure. Failure can be scary, especially in school when there seems to be so much at stake with passing classes and learning baselines that you need to build on. However, failing is one of the best ways to learn. It allows you to see where problems are and ask questions on why that happened, learning things that you may not have if you passed the first time around.

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In my concept map, I compared three different authors point of view on education and drew lines to show connection between the three different sources. I was able to connect "Learning for your Mistakes" and "5 Minds for the Future" the most. The TedTalk, "Learning for your Mistakes," was about a lady changing her teaching style over the years to get the children to grasp the information and apply it to real world applications. "5 Mind for the Future" list 5 different "minds" which I was able to connect to the Ted Talk. Creative, discipline, and ethical minds related to how to teacher changed her teaching styles. Over the years she reflected back to how her previous teaching style did not work for her students, so she created ways that she knew would grasp their attention but allowing for hands on projects. She also made it a point that no one is a failure and we grow from our mistake. In "Lives on the Boundary," Mike Rose talks about different types of learners. He uses the ethical mind from "5 Mind of the Future" and accepts that some students may be more hands on than others. Within all three of these publications, the authors are showing ways they can improve the education system.

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For my mind map I wanted to primarily focus on the future of education. This is because education is really the baseline for all three people I included. Howard Gardner, Diana Laufenberg and Mike Rose all have a baseline about education but in their own ways that can tie back to each other. I wanted to focus on individually what their ideas were focused on for education and see if I could relate some to each other. I was able to have some connections with all three of them but not as many as I'd hoped since their ideas are all very different and in small ways connected. But in the end they just want what is best for the students and they show that in many different ways.

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For my map, I thought that all three authors had connections and differences in their ideas for the future of education. I thought that primarily Rose and Laufenberg's ideas lined up more so than Garners's, although I feel like Garner's ideas are more easily applicable to a broader subject. Rose and Laufenberg had more specific ideas tied to the future of education and propositions on how to fix and improve our current system. Specifically, I think Rose's ideas on a bias views of a few students and the viewing of success for Laufenberg connect really well and almost sum up the same idea in that you can expect students to fail and learn from it instead of looking down on them. They see it as an opportunity to grow, which also ties into Laufenberg's idea of growth and Rose's idea of skillsets. These ideas also connect to Garner's kind of catchall mindset of respect and ethics. The idea of being patient and putting things into perspective and terms for students who may have a hard time taking tests or doing projects. I believe one of the more abstract ideas that are present in Garner's and Laufenberg's ideas for the future of education is experimental education and synthesizing. The ability to allow to students to create and experience things for themselves is something I see Garner and Laufenberg both strongly agree on. Overall I think all three authors can agree on the change of viewing success, but I think their ideas of reforms differ, mostly with Garner, being the odd man out.

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This assignment really helped me put my thoughts together in a more easy to understand way. I thought it was going to be simple, separating these different ideas and outlooks but I defiantly caught myself stuck here and there about where exactly to put the similar concepts. Overall, I believe that the Venn Diagram was the best way for me to organize the information.
During the process of creating this Venn Diagram I defiantly saw that there was a stronger connection between the ideas of Diana Laufenberg and Mike Rose. They both saw potential in kids who were willing to learn but not learning in the correct way. Both of them have a more real-world outlook on learning in comparison to the memorization game in the system with satanized testing. Howard Gardner has a more outdated outlook on the way students would learn because his ideology is very concrete in comparison to the two others. I believe that the biggest similarity between all three of the people we studied this week is the fact that they all talked about creativity. Learning is a nontraditional way and being able to explore with others.

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While making my mind map, my first thoughts were to write down each of the three people we talked about. Diana Laufenberg, Howard Gardner, and Mike Rose. After doing this, I went ahead and make other circles correlating each person to their thoughts. For Diane Laufenberg, I remember two specific things she talked about. One was that failure is essential for learning. I put a few side notes off of each section, giving a little more explanation to what each circle means. When Diane talked about failure, it wasn't in a bad way. No one can just go one with life without having any mistakes, regrets, and failures. In this example, pertaining to the classroom, it is okay for students to get a bad grade on an exam, it happens to everyone. I also mentioned students using their voices, because it is important to have confidence in yourself. Moving onto Howard Gardner. For him, I made sure each of the five minds of the future were included, considering this was mostly what Chapter 1 talked about. After writing out each mind, I then went a little more in debt, talking briefly about each mind specifically. Finally, the 3 points that stuck with me the most when learning about Mike Rose was grades do not define people, there are different definitions of intelligence, and then lives on the boundary. Again, I then added in some important examples in each of my 3 points, to better the understanding of what I am talking about.
I was going to connect some of the dots together from each section, but last minute I decided against it because I thought it was better put when each one individually has their own thoughts and opinions on the future of education.

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I created a mindmap that showed the thoughts, ideas, and opinions of the three people we have discussed in class thus far: Howard Gardner: Five Minds for the Future, Diane Laufenberg: How to Learn From Mistakes, and Mike Rose: Lives on the Boundary. At the bottom of my mindmap, all of their thoughts and opinions connect to the same thing. A better education. I wanted to emphasize on the fact they all want the same outcome for students in education. While their perspectives and thoughts may be different, they are compiling their opinions and experiences to spread knowledge on how society and educators can improve the future of education.
I showed in my mindmap the points that stood out most to me throughout the readings/videos these individuals presented. For Diane Laufenberg, I wrote out a quote she said during her TED talk that really stood out to me. What stood out to me for each individual is what I included in this mindmap. It was interesting to lay out the information I have retained throughout these modules and see how they all connect.

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I focused on more of the broader picture terms and ideals that we have heard from through each of the three authors we have discussed, and how their big picture ideas connected to each other. First starting with Howard Gardener's 5 Minds for the Future, I wrote out each of the minds and my general definition for each of them after reading what he had to say so far in the book. These minds include the disciplined, synthesizing, respectful, ethical, and creating minds. From here, I took a look at Mike Rose's work from his two interviews as well as what we have learned so far in his book Lives on the Boundary. From this, I found that his major ideas stated that we should remember everyone comes from different backgrounds with many different definitions of intelligence, and that while some solutions may have worked in the past, we should be developing more as we develop our goals for education in our ever-growing world. Within Rose's work, he also mentioned that there could be an untapped potential of learning through failure which was very interesting to me. Finally, after watching Diana Laufenberg's lecture How to Learn from Mistakes, I found that she was too focused on the benefits of experiential learning through failure and free exploration for learning instead of just learning from the teacher's mouth.
After getting these ideas written on my mind map, I took a purple color and drew dotted lines between the connecting ideas between the three authors that and found that all three had pretty similar ideas when it came to our approach to education. Overall, two of the most prominent ideas that matched between the three were the importance of being inclusive and recognizing different backgrounds of different people and communities, as well as the benefits of allowing people to think freely and learn on their own through synthesizing, exploration and most of all failure. After creating this mind map, it definitely allowed me to fully connect the different readings, viewings and material that we have been covering, which deepened my learning and my view of importance of different viewpoints in education. In other words, I definitely believe that creating this mind map added to my views and pushed me further in the direction that developing educational programs should in fact be a community-wide task instead of limiting it to just a few groups!

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For my mind map, I wanted to focus more on the five minds, however not for the future but for the future of education in general while incorporating the ideas from Mike Rose and Diana Laufenberg. To do this, I first made the middle "5 minds for the future of education" and branched off of that with each of Gardner's five minds, the disciplined, synthesizing, creating, respectful, and ethical. In each of these categories, I connected examples from each of the authors or speakers that we have read or listened to.
For example, the disciplined mind includes that a person has a "mastered way of thinking" from Gardner, hard-working blue collar from Rose, and approaching situations in different ways from Laufenberg. These all connect to disciplined because they express what a student in education should show in class while striving for the achievement in their educational discipline. While in synthesizing it focuses more on the idea of hands-on learning from Rose, finding components and putting them together from Gardner, and creating new visuals like Laufenberg's students did when they created a movie assignment. Lastly, in the ethical category, students should be researching for their projects in books or online, like Laufenberg had to, instead of plagiarizing. Additionally, from Gardner, we should devalue the cultural biases in education because each person learns differently and we should respect it as well as blue collar work like Rose would agree.

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I believed it would be quite helpful for my mind map to concentrate on educational approaches and how different people may respond to these approaches. For instance, when I first watched the teaching-related film, I discovered that some of her experiences and perspectives matched those of Mike Rose and Howard Gardner. She discovered that it is advantageous to allow the students engage in the learning rather than basing it solely on a test. This, in my opinion, relates to the creative mind as Gardner would describe it and also to Rose's experience of feeling judged while attempting to learn rather than getting the hands-on experience of it. The discipline mind, to which Gardner referred in relation to how students master a particular subject, also caught my attention. Laufenberg discovered that this approach was quite effective in helping students get past their learning biases and eventually find a strategy that worked for them. The concept of Laufenberg's video, the beauty in failing, served as a link to the literacy crisis Rose encountered at his school. Because these students weren't "passing" the required test scores, it was simpler for them to learn from their errors and go on to a more effective learning experience. Without failing, they might never have developed the understanding of what they ultimately did that was incorrect and corrected the mistakes. The ability to synthesize information, within the synthesizing mind as Gardner referred to it as, aided in identifying the numerous learning methods and resources that were available to us. Laufenberg discovered that teaching her students through hands-on activities was simpler and had a greater impact, demonstrating the variety of methods for learning from outside sources and determining what is most effective for each student. The respectful mind made a direct connection to one of Rose's issues regarding the exclusivity of wealth as an indicator for educational opportunities. This mind is designed for equal opportunity, and an unbiased mind should be used in situations like these when everyone should be treated equally and given the same opportunities without regard to their level of wealth.  I discovered that the two novels and the video had a lot of common themes and stylistic elements during this enjoyable mind-mapping exercise.

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Over the past four weeks, we have read and viewed many important chapters and videos regarding education. Therefore, the overarching word that connects to every individual point is education. Branching off from that, I chose to include the three individuals we studied and defined education in their own, important ways. From those three individuals, I chose to look at the topics I found most important from each. Gardner’s Five Minds for the Future categorizes the unique ways our minds work. According to Gardner, each of these minds are crucial for the future. The disciplined mind has a specific scholarly discipline, craft, or profession and marches to his own tune. For example, the creating mind puts forth new ideas, poses unfamiliar questions, creates a new way of thinking, and arrives at unexpected answers. The respectful mind welcomes differences between individuals and groups, tries to understand everyone, and works effectively with them. Therefore, I connected the respectful mind to Mike Rose’s ideas of assets and deficits. The respectful mind is able to welcome all differences including race, class, gender, sexual orientation, religion, age, nationality, ableness, and others. Each of these factors influences our limitations, our intelligence, our expectations, our future, and so much more. When considering all of these different elements that make up our education, Diane Laufenberg’s idea is that it is essential for children to learn from their mistakes. In doing so, we show students that is ok to be wrong and that we can learn from our mistakes. Therefore, I connected her ideas to the creating mind, which tells us that unique thinking answers unexpected questions. For example, sitting a child down and making them take a test eliminates any and all thought processes for creativity and curiosity. Each of these individuals is considering the best ways in which children learn and how they can be their best possible selves.

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For my mindmap, I wanted to focus on the ideologies for education. The three people we have discussed so far are Howard Gardner, Diana Laufenberg, and Mike Rose. In my opinion, all of their views on the framework of education go hand in hand with one another.
I wanted to show how many of the ideologies all connect with the point that ideologies of education should constantly be changing.
For example, the blue arrows that I have added show the connections between the three. All three of them are surrounded around the idea that we need innovative learning. They all emphasize that students all learn and progress differently, therefore the "standard" educational framework we have in place now, may not work for all students. Experimental learning/ teaching was mentioned by all of them as well, and in order for that to happen they all also focus on the students. The chart shows that Gardner focuses on a disciplined mind where students are persistent in finding ways to better their education. This connects with Laufenberg's and Rose's idea of listening to the student body to find out ways to be innovative.