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Howard Gardner's Contributions to Psychology

Biography and Theories

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

 James Lacy, MLS, is a fact-checker and researcher.

• Gardner's Contributions to Psychology
• Contrasting Views

Howard Gardner is a developmental psychologist whose best-known contribution to psychology is his theory of multiple intelligences . He believed that the conventional concept of intelligence was too narrow and restrictive and that measures of IQ often miss out on other "intelligences" that an individual may possess.

His 1983 book Frames of Mind,  outlined his theory and eight major types of intelligence. Gardner's theory had a particular impact in the field of education, where it inspired teachers and educators to explore new ways of teaching aimed at these different intelligences .

At a Glance

Howard Gardner's contributions to psychology have helped expand our understanding of learning and knowledge. Instead of focusing on traditional ways of learning and testing, he suggests that there are many types of knowledge and that things can be taught in various ways. His theory of multiple intelligence proposes that this can include interpersonal, intrapersonal, kinesthetic, verbal, mathematical, musical, natural, and visual intelligence.

Brief Biography of Howard Gardner

Howard Gardner was born on July 11, 1943 in Scranton, Pennsylvania. He described himself as "a studious child who gained much pleasure from playing the piano." He completed his post-secondary education at Harvard, earning his undergraduate degree in 1965 and his Ph.D. in 1971.

While he had originally planned to study law, he was inspired to study developmental psychology by the works of Jean Piaget . He also cited the mentoring he received from the famous psychoanalyst Erik Erikson as part of why he set his sights on psychology.

His influences at Harvard, including Erikson, sociologist David Riesman, and cognitive psychologist Jerome Bruner, had a major impact on Gardner's ideas and work.

Gardner's Contributions to Psychology

After spending time working with kids and adults who had experienced brain damage, Gardner began developing a theory designed to synthesize his research and observations. In 1983, he published Frames of Mind, which outlined his theory of multiple intelligences.

According to this theory, people have many different ways of learning. Unlike traditional theories of intelligence that focus on one single, general intelligence , Gardner believed that people instead have multiple different ways of thinking and learning.

The Eight Intelligences

He has since identified and described eight different kinds of intelligence:

• Interpersonal intelligence
• Intrapersonal intelligence
• Kinesthetic intelligence
• Linguistic-verbal intelligence
• Mathematical intelligence
• Musical intelligence
• Naturalistic intelligence
• Visual-spatial intelligence

He has also proposed the possible addition of a ninth type which he refers to as "existential intelligence."

Impact on Education

Gardner's theory has perhaps had the greatest impact within the field of education, where it has received considerable attention and use. His conceptualization of intelligence as more than a single, solitary quality has opened the doors for further research and different ways of thinking about human intelligence.

The theory has become enormously popular among educators, in part because it validates their everyday experiences in the classroom. Many teachers can say how much kids vary in terms of how they learn, as well as how they display that knowledge.

The theory has helped provide a framework that helps guide how teachers organize their curriculum, assess learning, and create their teaching practices. It has also help teachers develop new approaches that can help a broader range of learners succeed in the classroom.

Gardner previously served as the John H. and Elisabeth A. Hobbs Research Professor of Cognition and Education at the Harvard Graduate School of Education. He was also an adjunct professor of psychology at Harvard University and senior director of Harvard Project Zero.

While he retired from teaching in 2019, Gardner continues to research and write. He published a memoir of his life, "A Synthesizing Mind," in 2020.

Howard Gardener's Publications and Awards

Gardner's publications include "Frames of Mind" (1983), "Intelligence Reframed" (1999), "The App Genderation" (2013), and "A Synthesizing Mind" (2020).

Due to his significant contributions to psychology, Howard Gardner has also received a number of awards.

• 1981 , MacArthur Prize Fellowship
• 1987 , William James Book Award, American Psychological Association
• 1990 , University of Louisville Grawemeyer Award in Education
• 2000 , John S. Guggenheim Memorial Foundation Fellowship
• 2011 , Prince of Asturias Award in Social Sciences
• 2015, Brock International Prize in Education
• 2020, American Education Research Association's Distinguished Contributions to Research in Education Award

Multiple Intelligences vs. Learning Styles

In his 2013 book The App Generation , Gardner and co-author Katie Davis suggested that the theory of multiple intelligences has too often been conflated with the idea of learning styles . Gardner says that the two are not the same and uses a computer analogy to demonstrate the differences between the ideas.

Gardner distinguishes between his multiple intelligences and the idea of learning styles by defining intelligences as a mental computational power in a certain area such as verbal ability or spatial intelligence. He defines learning styles as to how an individual learner approaches different educational materials.

Traditional conceptions of a single intelligence suggest that the mind possesses a single, central and all-purpose "computer," suggests Gardner in his book. This computer then determines how people perform in every aspect of their lives.

Gardner's conception of multiple intelligences, on the other hand, proposes that the mind possesses a number of "computers" that act mostly independently of one another and contribute to different mental abilities. Gardner initially outlined eight multiple intelligences but is researching the inclusion of existential intelligence.

Learning styles, on the other hand, relate to an individual's personality and learning preferences. The problem with the concept of learning styles, Gardner explains, is that not only are they only vaguely defined, but research has also found little evidence that teaching to a student's preferred style affects learning outcomes.

What This Means For You

Gardner's theory of multiple intelligences has had a meaningful impact on how we think about human intelligence. Rather than simply focusing on a single measure of human cognitive ability, it can be helpful to consider all of the different mental strengths that you possess.

Cerruti C. Building a functional multiple intelligences theory to advance educational neuroscience .  Front Psychol . 2013;4:950. doi:10.3389/fpsyg.2013.00950

Edutopia. Big thinkers: Howard Gardner on multiple intelligences .

Martin DJ, Loomis KS. Building Teachers: A Constructivist Approach to Introducing Education . Cengage Learning; 2013.

Scherer M, Gardner H. The understanding pathway: a conversation with Howard Gardner . The Constructivist Classroom . 1999; 57(3):12-16.

Watson TS, Skinner CH. Encyclopedia of School Psychology. Springer Science & Business Media; 2012.

Langworth RM, Gardner H. Multiple Intelligences. ReadHowYouWant.com; 2010.

Kornhaber ML. In Palmer-Cooper, J. A., Cooper, D. E., & Bresler, L.,  Fifty modern thinkers on education: From Piaget to the present day . London: Routledge; 2001.

Gardner H, Davis K. The App Generation, How Today's Youth Navigate Identity, Intimacy, and Imagination in a Digital World . Yale University Press; 2013.

Newton PM, Miah M. Evidence-based higher education - Is the learning styles 'myth' important ?  Front Psychol . 2017;8:444. doi:10.3389/fpsyg.2017.00444

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Howard Gardner (Intelligence Psychologist Biography)

In the late 20th century, a psychologist named Howard Gardner believed that the way people thought about intelligence was too narrow and that was more helpful to recognize other mental strengths individuals may have. What he proposed has made him one of the most well-known psychologists living today.

Who Was Howard Gardner?

Howard Gardner is an American psychologist who specializes in cognitive and developmental psychology. He is best known for his theory of multiple intelligences. His theory has helped many professionals in the field of education to embrace the idea that there are many ways to be intelligent.

Howard Gardner's Birth

Howard Earl Gardner was born on July 11, 1943 in Scranton, Pennsylvania. His parents were Ralph and Hilde Gardner. Gardner’s parents were German-Jewish immigrants who fled from Nazi persecution in Germany. They arrived in the United States with their three year old son, Eric, on November 9, 1938, just before the outbreak of World War II.

Howard Gardner's Family Life

Ralph and Hilde Gardner moved to Scranton soon after they landed in America. At the time, Scranton was a small coal-mining town. Ralph Gardner and a few associates “traced the fate of every family member in Europe or elsewhere in the Diaspora” in an attempt to provide aid during and after the Holocaust. It was not uncommon for family members to spend many nights at their small residence in Scranton.

Four years after the Gardner family settled in Scranton, Hilde watched as Eric died in a tragic sledding accident. Eric did not speak any English when he first arrived, but he demonstrated ability beyond his years and did very well in school. Gardner’s parents were overcome with grief and felt as if they lost everything. Many years later, Gardner’s parents told him they may have considered suicide if Hilde was not pregnant with him at the time Eric died.

After Howard Gardner was born in 1943, his parents had a daughter named Marion three years later. According to Gardner, the Holocaust and the death of his older brother Eric “cast large shadows” on his childhood. Gardner’s parents did not speak about what happened during the Nazi regime to him, his sister, or to acquaintances. And they did not tell him about his older brother Eric either. He believes they were unable to. When Gardner asked about the little boy in all the pictures around the house, his parents told him that it was a child from the neighborhood. Gardner eventually uncovered the truth when he was ten years old after he found clippings about Eric’s death.

Howard Gardner's Childhood

Gardner describes his childhood self as “a dark-haired, slightly chubby, bespectacled boy of above average height, who walked and moved somewhat awkwardly.” He was born with crossed eyes and had poor eyesight, but he also had a very curious mind and loved to read and write. Gardner would often ask his parents, teachers, adults, and older children very difficult questions. When he was seven years old he considered himself a journalist and began publishing his own home and school newspapers.

Gardner was also a talented piano player and may have pursued a career in music. However, he stopped playing as a teenager because he thought it was too troublesome to practice. Gardner’s parents discouraged him from getting involved in athletics or risky physical activities due to the circumstances of Eric’s death. He spent several years as a Cub Scout and Boy Scout, reaching the rank of Eagle Scout at the age of thirteen.

Although Gardner eventually had a successful career as a psychologist and scientist, as a boy he was not particularly fond of exploring the outdoors. He was not interested in studying insects or dissecting mice unless he was trying to earn a scouting merit badge. His youth was not spent taking cars or gadgets apart and putting them back together. His only exposure to psychology occurred during his teenage years when he read an interesting discussion on color blindness in a psychology textbook.

Nevertheless, education was of great importance in the Gardner household. Gardner’s parents wanted him to attend Phillips Academy Andover, but he chose to go to Wyoming Seminary because it was closer to home. He was an excellent student who did very well in math and science, but his main interests were in literature, history, and the arts. He believes his parents had a major impact on his development, especially after they transferred their aspirations to him following the death of his talented older brother.

Educational Background

Gardner enrolled at Harvard College in September 1961. When he first arrived, he was a bit intimidated by the fact he now had peers who could match him in academics and the arts. However, he soon regained his focus and took advantage of the wide variety of academic courses available to him.

Gardner’s initial objective at Harvard was to major in history. In his junior and senior years, he was tutored by psychoanalyst Erik Erikson. Over time, Gardner’s interest in the social sciences grew as he studied under cognitive psychologist Jerome Bruner and sociologist David Riesman. Interestingly, he also took a number of pre-med and pre-law courses to prove to himself and his parents that he could have had a successful career in those fields had he chosen to stick with them. In 1965, Gardner graduated summa cum laude with a bachelor’s degree in social relations.

After receiving his first degree, Gardner spent a year at the London School of Economics studying philosophy and sociology as a Harvard Fellow. However, he decided to return to Harvard to pursue graduate studies in developmental psychology after being inspired by the works of psychologist Jean Piaget. In 1967, Gardner became a founding member of Project Zero—a research group that studied cognition with a focus on creativity and artistic thought. He earned his PhD in developmental psychology in 1971.

With his doctoral studies complete, Gardner worked with behavioral neurologist Norman Geschwind at Boston Veterans Administration Hospital as a postdoctoral fellow. He conducted neuropsychology research at the hospital for more than 20 years. According to Gardner, he “probably could have had a reasonably successful career as a cognitive neuroscientist, or perhaps even a developmental neurobiologist,” but he eventually “left the straight science track and moved to issues of educational reform and social policy.”

Gardner accepted a teaching position at Harvard Graduate School of Education in 1986. Since 1995, he has spent most of his time working on The GoodWork Project—a program that promotes ethics and excellence in work and life. In 1998, Gardner was selected as the John H. and Elisabeth A. Hobbs Professor of Cognition and Education at Harvard. He retired from teaching at the end of the 2019 academic year.

How Did Howard Gardner Develop His Theory of Multiple Intelligences?

Gardner developed his theory of multiple intelligences (MI theory) in the late 1970’s to early 1980’s. Up to that time, intelligence was generally conceived of as a singular quality influencing performance on all cognitive tasks. Gardner felt that this view of intelligence was too narrow and failed to capture the full range of human intellectual faculties. He argued instead that humans do not possess a unitary intelligence but rather, several different types of intelligence. He proposed eight different forms of intelligence, namely:

• Linguistic  - The ability to learn and use languages in oral and written form, for example, through reading, writing, speaking, and listening.
• Logical-mathematical - The ability to engage in logical reasoning, display scientific thought, solve abstract problems, and perform mathematical calculations.
• Spatial - The ability to recognize and manipulate spatial images; involves a propensity for learning visually.
• Musical - The ability to compose, produce, and derive meaning from music and sound patterns.
• Bodily-kinesthetic - The ability to use one’s body skilfully to solve problems, create products, and express oneself.
• Naturalistic - The ability to recognize and differentiate elements of the natural world, including plants, animals, and weather patterns; involves close attention to nature and the ability to understand environmental issues.
• Interpersonal - The ability to discern, understand, and respond appropriately to other people’s moods, desires, intentions, and motivations.
• Intrapersonal - The ability to identify and understand one’s own moods, desires, intentions and motivations.

What Makes This a Theory?

One common question about the Theory of Multiple Intelligences is why it's called a  theory.  This Reddit post (and its comments) provide the answer!

"I would say that the main distinction between "laws" and "theories" is just that a law is a simple statement, while a theory is something more complicated. Neither of them necessarily explain "why" something happens - for example both Newton's law of universal gravitation and the theory of general relativity are models of gravity, but neither of them really explain why gravity exists, they just state how it works."

About Howard Gardner's Theory of Multiple Intelligences

Gardner did not rule out the possibility that other forms of intelligence exist. He himself later considered adding a ninth form of intelligence known as existential intelligence. This involves the ability to consider life’s big questions, such as those relating to life, death and love. However, existential intelligence was never formally included in MI theory since Gardner was not convinced that it sufficiently met the criteria for identification as a unique intelligence.

The eight intelligences are said to be independent of each other and can function autonomously. However, many tasks require a blend of intelligences. For example, when performing an operation, a surgeon needs both spatial intelligence in order to guide the scalpel to the correct location, as well as bodily-kinesthetic intelligence in order to manipulate the scalpel with dexterity. Similarly, a rousing musical performance requires not just musical intelligence, but also bodily-kinesthetic intelligence. Even a measure of interpersonal intelligence is needed in order for one to successfully engage members of the audience and stir their emotions.

Linguistic and logical-mathematical intelligence are the two types of intelligence traditionally emphasized in formal educational settings. They are also the ones on which conventional tests of intelligence have been based. These tests purport to give an estimate of the test-taker’s general intelligence which can then be used to predict performance on diverse tasks. However, Gardner dismissed the idea of a ‘general’ intelligence, noting that people who perform exceptionally well in one cognitive domain will not necessarily display the same level of aptitude in another.

Another point of departure between MI theory and more traditional theories of intelligence has to do with the origin of intelligence. Many other theories describe intelligence as an inborn capacity that remains fairly constant throughout life. The idea is that one’s intellectual ability is set from birth and there is very little one can do to modify it. By way of contrast, MI theory suggests that intelligence is as much a function of ‘nurture’ as it is ‘nature.’ Even though individuals are born with a certain set of skills and potentials, Gardner suggests that these can be enhanced (or diminished) by environmental factors.

Gardener believed that all humans (except in cases of severe brain damage) possess varying levels of all eight intelligences. It would therefore be incorrect to state that an individual lacks a particular form of intelligence. Gardner believed that we all have unique patterns of cognitive strengths and weaknesses, with no two individuals displaying the same profile of abilities.

In recent years, Gardner suggested two broad types of intelligence profiles: searchlight and laser-like. These profiles describe the relative strengths of intelligences within an individual. People with searchlight profiles readily shift among intelligences that tend to be comparable in strength.  Those with laser-like profiles have one or two intelligences that are more dominant than the others and are used in greater depth. Gardner believes the searchlight profile is typical of politicians and businessmen, while the laser-like profile is characteristic of artists, scholars and scientists.

The Goodwork Project

Since the mid 1990’s, much of Gardner’s attention has been focused on The Goodwork Project (recently renamed The Good Project), which began as a collaboration between himself and two of his colleagues, Mihaly Csikszentmihalyi and William Damon. The purpose of the project is to determine the factors that enable people to carry out “good work” in their chosen disciplines and to increase the incidence of such work throughout society.

“Good work” is a term used to describe work that reflects the three Es: (1) Excellence - work that is high in quality, (2) Ethics - work that is socially and morally responsible, and (3) Engagement - work that is meaningful and beneficial to the worker. Having interviewed hundreds of professionals across several disciplines, the researchers identified several variables associated with “good work,” including:

• Positive early experiences within the family
• Religious and spiritual values
• Collaboration with peers and colleagues
• Support and inspiration from authority figures and mentors

Gardner and his colleagues make no attempt to offer a specific formula for “good work.” However, they believe that if workers routinely consider and seek powerful answers to four specific questions, they will be well on their way to producing “good work.” The four questions (or four Ms) are:

• What is the Mission of our field?
• What are the positive and negative Models that we need to keep in mind?
• When we look into the Mirror as individual professionals, are we proud or embarrassed by what we see?
• When we hold up the Mirror to our profession, are we proud or embarrassed by what we see?

Applications of Gardner’s Theory

Gardner’s MI theory has been applied primarily in educational circles. Hundreds of schools across many countries have used the core principles of the theory to revise their mission, curriculum, and approach to teaching and assessment. Some of the educational interventions derived from his theory include:

• Individualizing students’ instruction by becoming familiar with their strengths, weaknesses and interests.
• Presenting lessons in a variety of non-traditional ways, for example, through art, music, field trips, games, multimedia presentations, and role-playing.
• Employing a variety of non-traditional assessment methods, including portfolios, projects, videos and other creative or performance-based tasks.
• Establishing learning centers in the classroom, each dedicated to a different form of intelligence. Students can move through the centers, exploring the topic being taught in different ways.
• Team teaching in which teachers focus on their own intellectual strengths, allowing students to be exposed to a variety of instructional methods.
• Cooperative learning teams in which students are grouped either (a) homogeneously, according to a shared intellectual strength, or (b) heterogeneously, according to varying intellectual strengths. Homogenous groups allow learners to challenge one another in their areas of strength, while heterogeneous groups allow them to learn from one another and develop their weaker abilities.

MI theory has also been applied in occupational spheres, particularly in the areas of hiring, job placement, and team assembly. Multiple intelligence evaluations can assist HR managers and CEOs to better align the skills and abilities of potential candidates with the functions associated with each role.

MI theory may also be used during career counseling to help students understand the range of careers typically associated with their intellectual profile. In this way, students are able to make more informed vocational decisions and are in a better position to choose careers that best suit their interests and abilities.

Criticisms of Gardner’s Theory

A popular criticism of MI theory is that it was not developed on the basis of empirical research. This critique stems from the fact that Gardner himself did not undertake any form of psychometric testing or empirical study to support his classification system or test his theory. Instead, he relied on existing research findings across various disciplines, including neuroscience, anthropology, evolutionary biology, and psychology. In Gardner’s view, this multi-disciplinary synthesis of research findings provides a sufficient empirical framework for the theory, despite the fact that it has not been subjected to in-depth experimental investigation.

As it relates to the number of intelligences identified, Gardner’s critics fall into one of two camps. On one hand, there are critics who claim that MI theory expands the concept of intelligence to such an extent that it is no longer a useful construct. On the other hand, some argue that the eight intelligences are not specific enough and need to be further expanded. Gardner acknowledged the latter argument, suggesting the possibility that there may be sub-intelligences within each of the eight abilities he specified. However, in Gardner’s view, any attempt to list all of these sub-intelligences would render the theory too complex and unwieldy, making application more difficult.

Other critics have argued that:

• Multiple Intellignece theory fails to explain how the various intelligences interact with one another.
• Gardner’s criteria for identifying unique intelligences is arbitrary and subjective.
• What Gardner calls intelligences are simply talents, cognitive styles, or personality traits.

Howard Gardner's Books, Awards, and Accomplishments

Howard Gardner has authored and co-authored thirty books which have been translated into several languages. Some of his literary works include:

• Intelligence: Multiple Perspectives,  1995
• Practical Intelligence for School, 1997
• The Disciplined Mind: Beyond Facts and Standardized Tests, the K-12 Education that Every Child Deserves, 2000
• Intelligence Reframed: Multiple Intelligences for the 21st Century, 2000
• Development and Education of the Mind, 2005
• Making Good: How Young People Cope with Moral Dilemmas at Work, 2005
• Changing Minds, 2006
• Multiple Intelligences: New Horizons in Theory and Practice, 2006
• Responsibility at Work: How Leading Professionals Act (or Don't Act) Responsibly, 2007
• Extraordinary Minds: Portraits of Four Exceptional Individuals and an Examination of Our Own Extraordinariness , 2008
• Good Work: When Excellence and Ethics Meet, 2008
• Five Minds for the Future, 2009
• GoodWork: Theory and Practice, 2010
• Leading Minds: An Anatomy of Leadership, 2011
• The Unschooled Mind: How Children Think and How Schools Should Teach, 2011
• Creating Minds: An Anatomy of Creativity Seen Through the Lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Ghandi, 2011
• Frames of Mind: The Theory of Multiple Intelligences, 2011
• Truth, Beauty, and Goodness Reframed: Educating for the Virtues in the Age of Truthiness and Twitter, 2012
• The App Generation: How Today’s Youth Navigate Identity, Intimacy, and Imagination in a Digital World, 2013
• Mind, Work, and Life: A Festschrift on the Occasion of Howard Gardner’s 70th Birthday, 2014

Gardner has also received 31 honorary degrees from universities around the world. A few of his other awards include:

• MacArthur Prize Fellowship, 1981
• Book Award, The National Psychology Awards for Excellence in the Media, 1985
• William James Book Award, American Psychological Association, 1987
• University of Louisville Grawemeyer Award in Education, 1990
• John S. Guggenheim Memorial Foundation Fellowship, 2000
• Prince of Asturias Award in Social Sciences, 2011
• Awarded the Brock International Prize in Education, 2015

Gardner is a member of the American Philosophical Society, the National Academy of Education, the American Academy of Arts and Sciences, and the Royal Society for the Encouragement of Arts, Manufactures, and Commerce. He is also a board member at the American Philosophical Society and the New York Museum of Modern Art.

Is Howard Gardner Married?

Howard Gardner married his first wife, Judy Krieger, in 1966. Like Gardner, she was a graduate student in psychology at the time of their marriage. For their honeymoon they went to Geneva to meet renowned Swiss psychologist Jean Piaget. The couple had three children together—Kerith, Jay, and Andrew⁠—before they went through a difficult divorce years later.

In 1973, Gardner met his second wife, Ellen Winner. Winner was eager to pursue graduate studies in clinical psychology after majoring in literature and studying painting at the School of the Museum of Fine Arts in Boston. However, a job opening at Harvard as a research assistant in the psychology of art caught her attention. Winner committed to the job for two years but she would remain with Gardner long after. They were married in 1982. The couple adopted a child from Taiwan named Benjamin in 1986.

Is Howard Gardner Alive Today?

Yes! Today, Kerith oversees the National Academy of Education, Jay works as a photographer, and Andrew is a teacher. Gardner also has five grandchildren—Oscar, Agnes, Olivia, Faye Marguerite, and August Pierre.

Biography of Howard Gardner. (n.d.). Howard Gardner. Retrieved from https://howardgardner.com/biography/

Davis, K., Chistodoulou, J., Seider, S., & Gardner, H. (2011). The theory of multiple intelligences. In R. J. Sternberg & S. B.Kaufman (Eds.), Cambridge handbook of intelligence (pp.485-503). UK: Cambridge University Press.

Encyclopedia Britannica. (n.d.). Howard Gardner. In Encyclopedia Britannica . Retrieved from https://www.britannica.com/biography/Howard-Gardner

Gardner, H. (n.d.). One way of making a social scientist. Retrieved from https://howardgardner01.files.wordpress.com/2012/06/one-way-of-making-a-social-scientist2.pdf

Gardner, H. & Winner, E. (2006, November 1). On being a couple in psychology. Retrieved from https://www.psychologicalscience.org/observer/on-being-a-couple-in-psychology

Goodwork Project. (n.d.). Retrieved from https://coa.stanford.edu/research/goodwork-project

Howard Gardner: Factfile . (2001, May 22). The Irish Times. Retrieved from https://www.irishtimes.com/news/education/howard-gardner-factfile-1.309216

McInerney, D. M. (2014). Educational psychology: Constructing learning (6th ed.). Australia: Pearson.

Mineo, L. (2018, May 9). The greatest gift you can have is a good education, one that isn’t strictly professional. The Harvard Gazette. Retrieved from https://news.harvard.edu/gazette/story/2018/05/harvard-scholar-howard-gardner-reflects-on-his-life-and-work/

Verducci, S., & Gardner, H. (2005). Good work: Its nature, its nurture. In F. A. Huppert, N. Baylis, & B. Keverne (Eds.), The science of well-being (pp.343-359). New York: Oxford University Press.

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Howard Gardner: Biography Of The American Psychologist

Howard Gardner (United States, 1943) is an American psychologist and pedagogue who has dedicated much of his life to research. Gardner is popularly known for his Theory of multiple intelligences

As a theorist, he thought that the view of intelligence that existed until then (at the time he proposed his theory) did not explain human intelligence in its entirety, and the measurement of Intelligence Quotient (IQ) did not take into account the different intelligences that exist. a person can possess and develop.

His main work, “Structures of the mind: the theory of multiple intelligences (1983)”, explains his theoretical approach and his eight types of intelligence His conception of this construct has had a great impact not only in the field of psychology, but also in the educational field, where he has inspired thousands of teachers and educators who explore new ways of teaching thanks to these different intelligences. In Gardner’s own words: “Each human being has a unique combination of intelligence. This is the fundamental educational challenge”.

Table of Contents

Howard Gardner Biography

Howard Gardner was born in 1943 in Scranton, Pennsylvania (United States). He is the son of a Jewish family that settled in the United States fleeing Nazi Germany, and from a young age he was always an enthusiast for reading and playing the piano. As a student he stood out for his brilliance, and was accepted into the prestigious Harvard University where he became interested in developmental psychology due to the influence of Erik Erikson and Jerome Bruner.

After earning a PhD in psychology from Harvard University and completing postdoctoral research in the field of neuropsychology, Gardner contributed greatly to the field of education and psychology As already mentioned, Gardner, in the 1980s, proposed and developed the theory of multiple intelligences based on his empirical work.

Teaching and projects

In addition, he has continued his professional career as a teacher, which has led him to be part of the same university institution where he studied. Currently, Howard Gardner is the John H. Professor of Cognition and Education & Elisabeth A. Hobbs at the Harvard Graduate School of Education and director of Harvard Project Zero, a research group created in 1967 by the Harvard Higher School of Education, whose object of study is the learning processes of children and adults.

Furthermore, starting in the 90s, in collaboration with William Damon and the famous psychologist Mihaly Csikszentmihalyi, (the latter well known for being the author of the concept of flow state) he founded The Good Project. Gardner, to this day, continues to direct this foundation, which he coordinates with a group of professionals who promote excellence and ethics in education, dealing with different topics: civic participation, organizational collaboration or the correct use of the digital medium, among others. .

Thanks to his work he has received various awards or prizes, especially for his theory of multiple intelligences. He is an Honorary Doctor from several universities, among which those of Tel Aviv, Princeton and McGill stand out. He has been awarded by the John D. & Catherine T. MacArthur Foundation and has additionally received more than 20 honorary degrees. In 2011, he received the Prince of Asturias Award for Social Sciences.

His great work: The Theory of Multiple Intelligences

After spending time working with different groups of individuals (children with and without disabilities and adults with brain damage), Gardner began to develop a theory that synthesizes his research and observations.

His theory is a counterweight to the paradigm of a single intelligence , because, after his research and experiences, he came to the conclusion that human life requires the development of various types of intelligence, not a unitary intelligence. Therefore, contrary to traditional theories of intelligence that focus on a single intelligence or general intelligence, he proposed that people have different ways of learning and thinking, and he identified and described eight types of intelligence.

1. Linguistic intelligence

It is the ability to master language and communication It not only includes oral language, but also writing or gestures.

2. Logical-mathematical intelligence

It is the ability to reason deductively and logically and the ability to solve mathematical problems. It is usually associated with scientists and the speed in solving mathematical problems. It is the indicator that determines how much logical-mathematical intelligence one has.

3. Spatial intelligence

Also known as visual-spatial intelligence, it is the ability to observe the world and objects from different perspectives , as well as the ability to manipulate or create mental images to solve problems. This ability is not limited to vision, since spatial intelligence also develops in blind people. Spatial intelligence stands out in chess players and visual arts professionals (painters, designers, sculptors…).

4. Musical intelligence

For Gardner, there is a musical intelligence in all people, characterized by the ability to recognize and compose musical tones and rhythms There are people who are more advanced in this type of intelligence, who are able to play instruments and read or compose musical pieces with ease.

5. Bodily and kinesthetic intelligence

It is the ability to use the ability to coordinate body movements This type of intelligence is a manifestation of the connection between the mind (and emotions) and movement. They stand out in bodily intelligence: dancers, actors or athletes.

6. Intrapersonal intelligence

This type of intelligence is characterized by the ability to understand and control one’s internal environment. People who master intrapersonal intelligence are able to access feelings and emotions and reflect on them. Generally, these types of individuals enjoy greater emotional and psychological well-being.

7. Interpersonal intelligence

Interpersonal intelligence refers to the ability to discern the emotions and intentions of others. In other words, it allows you to interpret the words or gestures, or the objectives and goals of other people. Nowadays, it is considered a very important part of emotional intelligence.

8. Naturalistic intelligence

This type of intelligence is the ability to distinguish, order, classify, understand and use elements of the environment , objects, animals or plants. Therefore, this type of intelligence refers to the ability to observe, experiment, reflect and question the physical environment. Biologists, botanists or hunters usually have high naturist intelligence.

Bases of Multiple Intelligences

Gardner argues that There are both biological and cultural bases in multiple intelligences Neurobiological research indicates that learning is the result of modifications in synaptic connections between neurons. The primary elements of the different intelligences are found in the brain regions where these transformations occur.

On the other hand, Gardner explains that culture also plays an important role in the development of these intelligences and different cultures value different intelligences differently. So that, the cultural value to execute tasks related to these intelligences serves as motivation to develop them

A psychologist as influential as he is controversial

Perhaps Howard Garner’s main characteristic has been his ability to generate intuitive ideas capable of resonating with the way of thinking of many people outside the field of psychology.

The concept of multiple intelligences, specifically, has had greater penetration in the world of pedagogy than in that of psychology, despite the fact that there is no very clear way to apply these ideas to the way in which children should be educated. the boys and girls.

On the other hand, Howard Gardner’s opposition to the idea of ​​defining intelligence based on psychometric criteria It has earned him a lot of criticism, since it complicates the way to advance in the study of mental abilities.

In any case, there is no doubt that Gardner has served to take into account that we must go beyond statistics and numbers to understand the psychological abilities available to human beings, which is already an important lesson. .

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Biography of Howard Gardner

Early life and education, contributions and achievements, legacy and impact.

Howard Gardner is an American psychologist, known as the author of the concept of multiple intelligences. He is a specialist in the field of clinical psychology and neuropsychology.

Gardner's parents immigrated to the United States from Nazi Germany in 1938, escaping persecution along with the third wave of Jewish emigration. In 1961, Howard enrolled at Harvard University with the intention of studying history. However, influenced by Erik Erikson, he became interested in psychology and other related disciplines. After becoming acquainted with Jerome Bruner and studying the works of Piaget, Gardner changed his specialization once again. In 1971, he successfully defended his doctoral dissertation on child sensory perception.

Together with Nelson Goodman, Gardner developed the Project Zero, which focused on the arts and education. Gardner's theory of multiple intelligences, first introduced in his book "Frames of Mind: The Theory of Multiple Intelligences," revolutionized the field of psychology and education. He proposed that intelligence is not a single entity but rather encompasses different types of intelligences, including linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic.

Gardner's theory of multiple intelligences has had a profound impact on education systems worldwide. It has challenged the traditional view of intelligence and emphasized the importance of recognizing and nurturing different abilities and talents in individuals. Gardner's work has sparked further research and debate in the field of psychology, and his ideas continue to influence educational practices and curriculum development.

Howard Gardner is a renowned American psychologist who has made significant contributions to the fields of clinical psychology and neuropsychology. His theory of multiple intelligences has reshaped our understanding of intelligence and has had a lasting impact on education systems worldwide. Through his research and writings, Gardner has inspired educators to embrace a more diverse and inclusive approach to teaching and learning.

© BIOGRAPHS

Credit: Harvard Graduate School of Education

Howard Gardner is the John H. and Elisabeth A. Hobbs Research Professor of Cognition and Education at the Harvard Graduate School of Education. In 1967, he was a founding member of Harvard Project Zero (HPZ), a research group focused initially on understanding the nature of artistic knowledge,; but one which now covers a wide range of educational and epistemological issues. For 28 years, with David Perkins, he was Co-Director of Harvard Project Zero, and in more recent years has served in a variety of leadership positions.

In recognition of his contributions to both academic theory and public policy, Gardner has received honorary degrees from thirty-one colleges and universities, including institutions in Bulgaria, Canada, Chile, Greece, Ireland, Israel, Italy, South Korea, and Spain. He has twice been selected by  Foreign Policy  and  Prospect  magazines as one of 100 most influential public intellectuals in the world.

Among other honors, Gardner received a MacArthur Prize Fellowship in 1981 and in 1990, was the first American to receive the University of Louisville's Grawemeyer Award in Education. In 2000, he was awarded a fellowship from the John S. Guggenheim Memorial Foundation. He received the Prince of Asturias Award for Social Sciences in 2011, and in 2015, was chosen as the recipient of the Brock International Prize in Education. In 2020, Gardner received the Distinguished Contributions to Research in Education Award, the premier honor from the American Educational Research Association.

Gardner has been an elected member of the American Academy of Arts and Sciences, the American Philosophical Society, the National Academy of Education, and the London-based Royal Society for the Encouragement of Arts, Manufactures, and Commerce. He has served on a number of philanthropic boards, including Amherst College, the American Philosophical Society, New York's Museum of Modern Art, and The Spencer Foundation..

The author of over thirty books translated into thirty-two 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 (please see  multipleintelligencesoasis.org/ )

 Since the middle 1990s, Gardner has directed  The Good Project , a group of initiatives, founded in collaboration with psychologists Mihaly Csikszentmihalyi and William Damon. The project promotes excellence, engagement, and ethics in education, preparing students to become good workers and good citizens who contribute to the overall well-being of society. Through research-based concepts, frameworks, and resources, The Good Project seeks to help students reflect upon the ethical dilemmas that arise in everyday life and give them the tools to make thoughtful decisions.

In collaboration with Wendy Fischman, Gardner recently carried out a national study of American higher education. The study sought to understand how the chief constituencies on campuses (incoming students, graduating students, faculty, senior administrators, parents, alumni/ae, trustees and job recruiters) think about various facets of higher education. The study sought to provide valuable, research-based suggestions of how best to provide quality, non-professional higher education in the 21st century. In April 2022, MIT Press published Fischman and Gardner’s book The Real World of College .  

Gardner’s current research interests encompass the development of moral and ethical understandings and behaviors, beginning in the early years and extending through higher education and into the professions. Recently Gardner also directed an international study of United World Colleges, a network of secondary schools. In the last few years, Gardner has been studying the nature of human synthesizing  —a topic introduced in his 2020 memoir, A Synthesizing Mind .

Gardner’s current work can be followed on these four sites:

·       HowardGardner.com

·      TheRealWorldofCollege.com

·      MultipleIntelligencesOasis.org

·      TheGoodProject.org

Interesting Tidbits about Garner's Life and Influences

• Studied with Educational Psychologist Dr. Jerome Bruner and Dr. Nelson Goodman, psychologist, philosopher and the founding director of Project Zero
• Directs and Conducts research at Project Good, along with colleagues William Damon and Mihaly Csikszentmihalyi  as well as many others.

• Earth and Environment
• Literature and the Arts
• Philosophy and Religion
• Plants and Animals
• Science and Technology
• Social Sciences and the Law
• Sports and Everyday Life
• Additional References

• Encyclopedias almanacs transcripts and maps

Gardner, Howard Earl

Howard earl gardner.

1943- American psychologist, educator, and creator of theory of multiple intelligence.

Howard Earl Gardner was born and raised in Scranton, Pennsylvania . His parents, Ralph and Hilde (maiden name Weilheimer), were refugees from Nazi Germany. Gardner was a good student who greatly enjoyed playing the piano. In fact, he became an accomplished pianist as a child and considered becoming a professional pianist. While Gardner did not pursue becoming a professional pianist, he did teach piano from 1958 to 1969. The arts and teaching are interests he has pursued throughout his career.

Gardner received his B.A. summa cum laude in social relations from Harvard College in 1965 and his Ph.D. in psychology from Harvard University in 1971. At Harvard he studied with the renowned developmental psychologists Jerome Bruner and Erik Erikson , and the philosopher Nelson Goodman. He had thought he would research children and their artistic abilities but became fascinated with neuropsychology after attending a lecture on the subject given by Norman Geschwind, a well-known neuropsychologist. Indeed, Gardner went on to do a postdoctoral fellowship under Geschwind at the Boston Veterans Hospital where he worked for 20 years.

His research has focused for the most part on the nature of human intelligence , the nature of and development of abilities in the arts and how they relate to and reflect intelligence, and on educational processes. For numerous years, Gardner conducted research in symbol-using capacities in normal and gifted children, and in adults who had experienced brain damage. Through his efforts to bring these two areas of work together, he developed his theory of multiple types of intelligence, which he introduced in Frames of Mind (1983). Drawing on research in neuropsychology, he proposes that there are seven distinct types of intelligence, each based in a different area of the brain. Thus intelligence is not one general factor that underlies different abilities — the predominant belief upon which most intelligence tests had been based.

In the mid-1980s Gardner started to become involved in efforts to reform schools in the United States . He started to teach at the Harvard Graduate School of Education in 1986. He is now Co-Director of Harvard Project Zero, which he joined in the mid-1980s. Project Zero is a research group that studies human cognition , focusing on the arts in particular. Among other things, he and his colleagues have worked on designing performance-based tests and using the theory of multiple types of intelligence to create more individualized teaching and testing methods. Most recently, Gardner has become involved in carrying out long-term case studies of successful leaders and creators. One aspect of this work investigates the relationship between a person's production of exemplary work and his or her personal values.

Gardner is currently the John H. and Elisabeth A. Hobbs Professor in Cognition and Education at the Harvard Graduate School of Education. In addition he is Adjunct Professor of Psychology at Harvard University , and Adjunct Professor of Neurology at the Boston University School of Medicine.

Gardner has written more than 400 research articles and twenty books. In The Mind's New Science (1985) Gardner discussed how cognitive science has the potential to understand creativity . Two later books, The Unschooled Mind (1991) and Multiple Intelligences: The Theory in Practice (1993) spell out how his perspectives can be put into practice in education. Gardner's work has been highly influential. His books have been translated into 20 languages. In addition, he has been given honors by numerous psychological and educational organizations.

Gardner is married to Ellen Winner. He was divorced from the well-respected developmental psychologist, educator, and author Judith (Krieger) Gardner, who passed away in 1994. Gardner has four children.

See also Culture-fair test; Emotional intelligence

Marie Doorey

Further Reading

Cohen, D. "Howard Gardner." In Psychologists on Psychology, 2nd Ed. London and New York : Routledge, 1995. Pp. 97-105.

Nucci, L.P. "Gardner, Howard Earl." In Biographical dictionary of psychology. London and New York : Routledge, 1997.

Obituary in The Boston Globe , Judith Gardner. November 29, 1994.

Harvard Website Short biography of Howard Gardner http://www.pz.harvard.edu/Pls/HG.htm

Further Information

Harvard University Graduate School of Education. Larsen Hall, Cambridge, MA, USA. 02138.

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Howard Gardner: Biography and Main Theories

Howard Gardner Is an American psychologist known worldwide for his theory of Multiple Intelligences, a critique of the unitary concept of intelligence.

Gardner specializes in the field of Development psychology And holds the Chair of Cognition and Education John H. & Elisabeth A. Hobbs of Harvard University's College of Education. He also serves as an adjunct professor of psychology at this same school.

Gardner's works are of great academic importance in the field of psychology. He has received numerous awards for his career, including the MacArthur Prize Fellowship in 1981, or the Grawmeyer Award at the University of Louisville in 1990, becoming the first American to receive this award.

In 2011 she received the Prince of Asturias Award in the Social Sciences category, awarded by the Princesa de Asturias Foundation.

To the numerous prizes is added the fact that he has been appointed Doctor Honoris causa For more than 30 universities and schools around the world, among them, there are some Spanish universities such as the Ramon Llull University (URL) in Barcelona or the Camilo José Cela University (UCJC) in Madrid.

He is the director of Harvard Project Zero , A plan designed by the philosopher Nelson Goodman in 1967, whose aim is to improve the teachings in the field of art. He has also directed other projects such as The Good Project In collaboration with psychologists of the stature of Mihaly Csikszentmihalyi and William Damon.

The objective of this initiative is to promote ethics, excellence and commitment in education, to get students to become good citizens who contribute to the progress of society. Through this project, students are provided with resources to solve real-life ethical dilemmas conscientiously.

Howard Gardner has been a member of organizations such as the American Academy of Arts and Sciences, the American Philosophical Society or the National Academy of Education, .

Also to His seventy-three years, Howard Gardner is one of the benchmarks of developmental psychology, his career has been and continues to be very prolific with thirty books and more than one hundred articles published and translated into other languages.

Howard Gardner was born on July 11, 1943 in Scranton, Pennsylvania (United States). Son of the Jewish marriage formed by Ralph and Hilde Gardner, who were forced to leave their residence in Nuremberg (Germany) in the year 1938, by the height of the movement nazi.

His Jewish background would mark his childhood, as Gardner, like many families of this religion would lose many loved ones during the Holocaust. This fact, along with the accidental death of his brother, are two personal tragic circumstances that Howard brings out in one of his autobiographical accounts, since they marked him as a child.

Few personal aspects are known of the pedagogue and psychologist, better known for his professional career than for his intimate life.

As a child, he was already a good student and played the piano deftly. Although he did not continue his musical career in an official way, this discipline remains a very important facet of his life.

He attended several local Scranton schools, until in September of 1961 he entered the Harvard School to study social relations. There he acquired and perfected his knowledge of social sciences: history, psychology or sociology.

In 1965, after completing his studies on social relations, Gardner decided to spend a year of postgraduate studies at the London School of Economics, where he continued to train and attend conferences in the field of philosophy and sociology. This encouraged him to continue his studies in Developmental Psychology at Harvard.

During his time at Harvard University, Howard worked with many personalities in psychology, including psychoanalyst Erik Erikson, language psychologist Roger Brown, and epistemologist Nelson Goodman, the father of the Harvard Project Zero project. He also came into direct contact with the theories of the cognitivists Jean Piaget and Jerome Bruner, who exerted a strong influence on him.

In 1971 he finished his studies on Developmental Psychology. After completing his doctorate, he worked with neurologist Norman Geschwind.

His career as a researcher and university professor has been very relevant at the academic level.

In 1986, he began teaching at the Harvard School of Education, a post he held in 1998, when he held the chair of Cognition and Education John H. & Elisabeth A. Hobbs in the same college, .

In 1991 he was appointed Adjunct Professor of Psychology at this same university, a position he also continues to practice.

A sketch on the theory of multiple intelligences

It is Howard Gardner's best-known work, according to Ellen Winner, which was a fundamental contribution to psychology, but has had an even greater impact in the field of education, where it has revolutionized educational models around the world.

The Theory of multiple intelligences Appears in his work Frames of mind: The Theory of multiple intelligences , Published in the year 1983.

This work criticizes the unitary concept of intelligence and instead proposes that there are different interrelated sets that form the intellectual capacity of children and adults.

For this reason, Gardner is reactionary to test-based methods that attempt to quantify intelligence on the basis of a coefficient, and study this as a unitary entity.

According to the American psychologist and pedagogue, intelligence is not something that can be quantified. Therefore, it rejects the tests based on the Intellectual Coefficient (IQ) that only evaluates a type of intelligence adapted to the prevailing teachings in the school and does not value the talent in other fields like art or music.

In contrast, Gardner states that there are eight types of autonomous intelligences or abilities that relate to each other. People have a number of skills that make them stand out more in one field or another, although innate talent is not a guarantee of success in that skill, training is necessary.

The prevalence given to one type of intelligence or another can also vary depending on factors such as culture or social context. These intelligences or abilities can relate to each other, empowering each other. In this way, Howard Gardner distinguishes eight types of intelligence:

1- Logical-mathematical intelligence

It refers to the ability to conceptualize symbols and to solve problems logically. It is rational, mathematical, or scientific intelligence and that measures the IQ test Gardner criticizes for being incomplete. This type of intelligence predominates in Scientists And mathematicians.

2- Language Intelligence or Language Intelligence

It is the ability to understand the meaning of words, their order and to express themselves correctly or to construct phrases, establishing a rhythm and a metric. It also refers to the use of rhetoric or persuasion. It is the type of intelligence that predominates in Writers Or poets.

Both logical-mathematical intelligence and linguistics have greater pre-eminence in regulated teachings (those taught in institutes and colleges) than other skills.

Musical intelligence

The musical intelligence Is the ability to dial and keep pace or distinguish aspects such as tone, intensity or timbre. Those who stand out in this area, have more facility to compose a melody from sounds. It is the type of intelligence that predominates in musicians or conductors.

Interpersonal Intelligence

Emphasizes the empathy With others, in the ability to distinguish the feelings or mood of the people around us. It is very important to practice the profession of commercial or teacher.

Space Intelligence

It refers to the ability to orientate in space, as well as organize it and the ability to recognize others, their faces or distinguish small details. One of the professions, where this type of intelligence is most necessary, is in the architecture Or in interior decoration.

Naturalistic intelligence

It is the ability to distinguish the elements of nature, type of plants, natural processes, etc. This was the last type of intelligence that Gardner added and in which people dedicated to the biology among others.

Intra-personal intelligence

It is the ability to perceive and understand one's thoughts, to prioritize them and to guide one's behavior based on those experiences or feelings. It is usual to find it in Psychologists .

Kinesthetic intelligence

It refers to the use of the body to solve problems or create with it, for example through dance. It is the intelligence of the Dancers Or gymnasts.

We all have the eight intelligences that Gardner distinguishes, though by biological aptitudes or by external factors, such as the stimuli we receive or the experience, we develop some types of intelligence more than others.

Other works

Ellen Winner highlights other aspects of Howard Gardner's research work, mostly related to childhood.

Some of these works analyze perceptions or sensitivity of children to art. With the collaboration of Judy Gardner, analyzed the ability of children to imitate or with Dennie Wolf, analyzed the use of small symbols.

Attached here is a list of some of Howard Gardner's works, taken from his curriculum vitae.

Individual works:

- The quest for mind: Jean Piaget, Claude Levi-Strauss, and the structuralist movement (1973) -The arts and human development (1973) - The Shattered Mind (1975) - Developmental Psychology: An Introduction (1979) - Artful Scribbles: The Significance of Children's Drawings (1980) - Art, mind, and brain: A cognitive approach to creativity (1982) - The mind's new science The history of the cognitive revolution (1985) - To open minds: Chinese clues to the dilemma of contemporary education (1989) - Art education and human development (1990) - The unschooled mind: How children think and how schools should teach (1991) -Multiple intelligences: The theory in practice (1993) - Creating minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi (1993) - Leading minds: An anatomy of leadership (1995) - with the collaboration of Laskin, E. - Extraordinary minds: Portraits of exceptional individuals and an examination of our extraordinariness (1997) - The disciplined mind: What all students should understand (1999) - Intelligence reframed: Multiple intelligences for the 21st Century (1999) - Changing minds: The art and science of changing our own and other people's minds (2004) - Multiple intelligences: New horizons (2006) - Howard Gardner under fire (2006) - Five Minds for the Future (2007) - Truth, beauty, and goodness reframed: Educating for the virtues in The 21st century (2011) - Truth, beauty, and goodness reframed: Educating for the virtues in the era of truthiness and twitter (2011)

Works in which Howard Gardner is collaborator:

- Man and men: Social psychology as social science (1970) with Grossack, M. - Intelligence: Multiple perspectives (1996) with Kornhaber, M. & Wake, W. - Practical intelligence for school (1996) with Williams, W., Blythe, T., White, N., Li, J. & Sternberg, R. - Good work: When excellence and ethics meet (2001) with Csikszentimihalyi, M. & Damon, W. - Making good: How young people cope with moral dilemmas at work (2004) with Fischman, W., Solomon, B. & Greenspan, D. - Young people, ethics, and the new digital media: A synthesis from the Good Play Project (2009) with James, C., Davis, K., Flores, A., Francis, J., Pettingill, L. & Rundle, M. - The App Generation: How today's youth navigate identity, intimacy, and imagination in a digital world (2013) with Davis, K. - Mind, Work, and Life: A Festschrift on the Occasion of Howard Gardner's 70th Birthday, with responses by Howard Gardner (2014) Various authors. Edited by Kornhaber, M. & Winner, E.

1. Moon, B. & Shelton, A. (1995). Teaching and learning in the Secondary School, The Open University. 2. Howard Garner Official Website. Accessed January 16, 2017. 3. Princess of Asturias Awards. Foundation Princess of Asturias. Accessed January 16, 2017. 4. Gardner, H. (1983) Frames of mind: The theory of multiple intelligences, Basic Books. 5. Winner, E. The history of Howard Gardner [PDF] Retrieved on January 16, 2017 6. Official Authoritative Site of Multiple Intelligences Accessed January 16, 2017.

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