Howard Gardner

See also: http://www.howardgardner.com/

Multiple Lenses on The Mind. Presented at the ExpoGestion Conference, Bogota, Colombia, May 25, 2005. NOT FOR QUOTATION WITHOUT WRITTEN PERMISSION.

Can there be societal trustees in America today? Presented at The Forum for the Future of Higher Education's Aspen Symposium. To be published in Forum Futures 2005.

How Education Changes: Considerations of History, Science and Values. In M. Suarez-Orozco and D. Qin-Hilliard (Eds.), Globalization: Culture and education in the new millennium. Berkeley: University of California Press. 2004.

"Multiple Intelligences after Twenty Years." Invited Address, American Educational Research Association, April, 2003

"Mind and Brain: Only the Right Connections." A review of What Makes Us Think? by Jean Pierre Changeux and Paul Ricoeur.

An interview with Howard Gardner conducted by Steen Nepper Larsen, January 30, 2002.

Short biography of Howard Gardner

Howard Gardner is the John H. and Elisabeth A. Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education. He also holds positions as Adjunct Professor of Psychology at Harvard University and Senior Director of Harvard Project Zero. In 2004 he was named an Honorary Professor at East China Normal University in Shanghai. Among numerous honors, Gardner received a MacArthur Prize Fellowship in 1981. In 1990, he was the first American to receive the University of Louisville's Grawemeyer Award in Education and in 2000 he received a Fellowship from the John S. Guggenheim Memorial Foundation. In 2005, he was selected by Foreign Policy and Prospect magazines as one of 100 most influential public intellectuals in the world. He has received honorary degrees from twenty-one colleges and universities, including institutions in Ireland, Italy, Israel, and Chile.

The author of over twenty books translated into twenty-six languages, and several hundred articles, Gardner is best known in educational circles for his theory of multiple intelligences, a critique of the notion that there exists but a single human intelligence that can be assessed by standard psychometric instruments. During the past twenty years, he and colleagues at Project Zero have been working on the design of performance-based assessments, education for understanding, and the use of multiple intelligences to achieve more personalized curriculum, instruction, and assessment. Most recently, Gardner and his colleagues have launched The GoodWork Project. "GoodWork" is work that is both excellent in quality and also exhibits a sense of responsibility with respect to implications and applications. Researchers are examining how individuals who wish to carry out good work succeed in doing so during a time when conditions are changing very quickly, market forces are very powerful, and our sense of time and space is being radically altered by technologies, such as the web. Gardner and colleagues have also begun a study of interdisciplinary institutions and curricula. Gardner's books have been translated into twenty-two languages. Among his recent books are The Disciplined Mind: Beyond Facts and Standardized Tests, The K-12 Education that Every Child Deserves (Penguin Putnam, 2000) Intelligence Reframed (Basic Books, 2000), Good Work: When Excellence and Ethics Meet (Basic Books, 2001), Changing Minds: The Art and Science of Changing Our Own and Other People's Minds (Harvard Business School Press, 2004), and Making Good: How Young People Cope with Moral Dilemmas at Work (Harvard University Press, 2004; with Wendy Fischman, Becca Solomon, and Deborah Greenspan). These books are available through the Project Zero eBookstore.

In 2006 Gardner published Multiple Intelligences: New Horizons, The Development and Education of the Mind, and Gardner Under Fire. Gardner Under Fire contains a lengthy autobiography and a complete bibliography. In the spring of 2007, his latest book, Five Minds for the Future, will be published by Harvard Business School Press.

In his own words...

I was born in Scranton, PA in 1943, the son of refugees from Nazi Germany. I was a studious child who gained much pleasure from playing the piano; music has remained very important throughout my life. All of my post-secondary education has been at Harvard University. I was trained as a developmental psychologist and later as a neuropsychologist. For many years, I conducted two streams of research on cognitive and symbol-using capacities–one with normal and gifted children, the second with adults who suffered from brain damage. My effort to synthesize these two lines of work led me to develop and introduce the theory of multiple intelligences in my 1983 book Frames of Mind. Since the middle 1980s, I have been heavily involved in school reform efforts in the United States. In 1986, I began to teach at the Harvard Graduate School of Education while continuing my long-term involvement with Project Zero, a research group in human cognition that maintains a special focus on the arts. During the last twelve years, my research has focused on the GoodWork Project, as described above. For more detailed information about this work, visit the GoodWork Project site. With colleagues, I am also studying the nature of interdisciplinary work as it is carried out in pre-collegiate and collegiate settings and also in research institutions. Finally, we are just beginning a study of the role of trust and trustees in contemporary American Society.

I am married to Ellen Winner, a developmental psychologist who teaches at Boston College. I have four children: Kerith (b. 1969), Jay (b. 1971), Andrew (b. 1976) and Benjamin (b. 1985); and one grandchild. My passions are my family and my work; I also enjoy travel and a range of art forms.

My principal lines of work have been described in several books and a number of key articles listed in my Principal Publications. Inquiries about my work can be sent to me by regular mail or to hgasst@pz.harvard.edu. I lecture publicly on such topics as intelligence, creativity, leadership, professional responsibility, disciplinary and interdisciplinary study, good work, and the arts.