​I will try to explain the differences that Howard Gardner describes between what is "focal" and what is "incidental" about the reach of the psychology needed for educational inquiry. Then I will introduce what Gardner believes should be done to gain a more balanced approach in the psychology of education.​

              

Psychology can be described as the study of thought and behavior.  Once you get deeper into the academic study of psychology, there are many sub-disciplines and “splinter disciplines” each offering its own perspective and within each of these disciplines, practitioners offer different points of view. Thus, the reach of the psychological perspective needed for educational inquiry is very broad. Gardner believes that education inquiry should only be conducted by exports. I disagree with his opinion and would allow for “open inquiry.”

 

In the context of this essay, “Focal” refers to the disciplines and models that are commonly used in the inquiry of education by researchers, teachers and students of education. Cognitive psychology, behavioral psychology and developmental psychology are “focal cornerstones” in the study of psychology and in the inquiry of education.  Social psychology has developed into a prominent focal model that is useful in studying students and educational institutions. Interestingly Gardner’s intention in the book is to highlight incidental methods of inquiry yet he spends a good portion discussing developmental psychology.    

 

“Incidental” refers to the disciplines and models less commonly used in the inquiry of education.

These disciplines include evolutionary psychology, cognitive neuroscience and other sub-disciplines in psychology. Disciplines and perspectives outside of psychology could also be considered incidental. I think the term “incidental” can be misleading, for example, cognitive neuroscience may not be commonly used in general educational inquiry, but it is currently at the forefront of the scientific inquiry into how the nervous system and brain work, and the biological process of learning.

 

It is important to note that roles can change, what is incidental today can become “focal” in the future. Howard Gardner acknowledges this when he says “One does not need to master the paradigms—continually shifting—in all of the natural, physical, and social sciences. No one can! But if one wants to be involved at all meaningfully in understanding the truths as they have come to be established in our time, one at least has to get with the program.”

 

The field of Psychology is well known for adapting; this is evident in all of its multidisciplinary sub disciplines. Psychology has a broad presence, Yet, Gardner seems to believe balance can come from expanding psychology and education inquiry further into the humanities, philosophy and ethics; these perspectives can lead to deeper understanding. Gardner elaborates on this concept by saying, “Rather than focusing on the sequence of events (natural or historical) and their possible causal relations, humanists direct their attention and analytic skills to specific events and specific works—how they have been achieved, how they come to harbor often diverse meanings (and what those meanings might be), and how they fit into the landscape of their era.”

 

Within philosophy, postmodernism is the concept that balances the focal and incidental and bridges disciplines and philosophies. There are two major threads of thought in postmodernism (a) there is no truth - reductionism (b) there are many truths - relativism. Howard Gardner does not adhere to reductionism; if there is no truth, then there is no need for inquiry or experts. Therefore, Relativism is ultimately the philosophy that brings balance; Gardner states “When it came to truth, I reached a reassuring conclusion. While there is no single truth, various disciplines and professions have allowed us to delineate different spheres of truth, with some confidence; and, over time, we should be able to establish truth (and truths), and to distinguish it (and them) from falsity and from truthiness.”. In regard, to inquiry, believing in multiple truths allows us to use multiple disciplines focal and incidental this obviously does not mean every line of inquiry will be useful or accepted. For example, Gardner may be open minded to multidisciplinary discourse and research. Yet he really seems to disdain the use of economics in psychology.     

 

In conclusion, inquiry into education should reach beyond psychology and education. One should be metacognitive about the many lines of inquiry possible and follow them if needed. Gardner states, “Those individuals equipped with only scientific truths are as hapless as those who know only mathematics, or only history, or only the arts, or only the practical truths of the workplace and the marketplace.”