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Howard Gardner

Howard Gardner

Faculty Info

The John H. and Elisabeth A. Hobbs Research Professor of Cognition and Education

Degrees

Ph.D., Harvard University, (1971)

Vitae/CV

howard-gardner-316.pdf
Howard Gardner

Email

hgasst@gse.harvard.edu

Personal Site

http://www.howardgardner.com

Office

Longfellow 235

Faculty Coordinator

Shinri Furuzawa

Howard Gardner is the John H. and Elisabeth A. Hobbs Research Professor of Cognition and Education at the Harvard Graduate School of Education. He is also the head of the Steering Committee of Harvard Project Zero. Among numerous honors, Gardner received a MacArthur Prize Fellowship and a Fellowship from the John S. Guggenheim Memorial Foundation in 1981 and 2000, respectively. In 1990, he was the first American to receive the University of Louisville's Grawemeyer Award in Education. He also won  Howard Gardner, recipient of the Distinguished Contributions to Research in Education Award. In recognition of his contributions to both academic theory and public policy, he 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. In 2011, Gardner received the Prince of Asturias Award for Social Sciences; in 2015, he was chosen as the recipient of the Brock International Prize in Education; and in 2020, he received the Distinguished Contributions to Research in Education Award from the American Educational Research Association (AERA). He has been elected a 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. 

The author of 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 Multiple Intelligences Oasis). Since the middle 1990s, Gardner has directed The Good Project, a group of initiatives, founded in collaboration with psychologists Mihaly Csikszentmihalyi and William Damon. 

In 2020, Gardner’s memoir, A Synthesizing Mind was published by MIT Press. He also recently completed The Real World of College with Wendy Fischman, to be published by MIT Press in 2022. This book explores the results of their large-scale national study documenting how different groups think about the goals of college and the value of a course of study emphasizing liberal arts and sciences. He contributes to his personal blog regularly.
 

  • Kornhaber, M., & Winner, E. (Eds.). (2014). Mind, Work, and Life: A Festschrift on the Occasion of Howard Gardner’s 70th Birthday, with responses by Howard Gardner (Vols. 1-2). Amazon via CreateSpace Independent Publishing Platform. Available online at: http://howardgardner01.files.wordpress.com/2012/06/festschrift-_-volumes-1-2-_-final.pdf.
  • Gardner, H. and Davis, K. (2013). The App Generation: How today's youth navigate identity, intimacy, and imagination in a digital world. New Haven, CT: Yale University Press. Translated into: Italian, Korean, Spanish, Romanian, and Chinese (simple characters).
  • Gardner, H. (2011). Truth, beauty, and goodness reframed: Educating for the virtues in the era of truthiness and twitter. (Paperback edition, with new preface). New York, NY: Basic Books.
  • James, C., Davis, K., Flores, A., Francis, J., Pettingill, L., Rundle, M., & Gardner, H. (2009). Young people, ethics, and the new digital media: A synthesis from the GoodPlay Project. Cambridge, MA: The MIT Press.
  • Gardner, H. (2007). Five minds for the future. Boston: Harvard Business School Press. Translated into Korean, Italian, Japanese, Danish Chinese, Portuguese, Russian, Spanish, Turkish, Romanian.
  • Gardner, H., Ed. (2007). Responsibility at work: How leading professionals act (or don't act) responsibly. San Francisco: Jossey-Bass.
  • Gardner, H. (2006). The development and education of the mind: The collected works of Howard Gardner. London, UK: Routledge. Translated into Italian, Spanish.
  • Gardner, H. (2006). Multiple intelligences: New horizons. New York: Basic Books. Translated into: Romanian, Chinese (SC), Vietnamese, Indonesian, Korean, and Bulgarian.
  • Gardner, H. (2004). Changing minds: The art and science of changing our own and other people’s minds. Boston MA: Harvard Business School Press. Paperback edition (2006). Translated into French, Spanish, Japanese, Danish, Indonesian, Italian, Korean, Portuguese, Greek, Polish, Russian, Turkish, Chinese (CC), Chinese (SC), Chinese (short version), Danish, Romanian, Norwegian, and Croatian. Awarded Strategy + Business's Best Business Books of the Year (2004). 2011 Edition with updated preface and bibliography: New York, NY, Basic Books.
  • Fischman, W., Solomon, B., Greenspan, D., Gardner, H. (2004). Making good: How young people cope with moral dilemmas at work. Cambridge: Harvard University Press. Translated into Spanish, Korean, and Chinese.
  • Gardner, H. (2002). Howard Gardner in Hong Kong. L.Lo (Ed.). Hong Kong: Hong Kong Institute of Educational Research.
  • Gardner, H., Csikszentmihalyi, M. and Damon, W. (2001). Good Work: When excellence and ethics meet. New York: Basic Books. Paperback edition with Afterword (2002). Translated into Korean, Spanish, German, Portuguese, Swedish, Chinese and Romanian. Selected as one of ten most important books in Hong Kong (2003). Chosen as a Book of Distinction by the Templeton Foundation.
  • Gardner, H. (1999). The Disciplined mind: What all students should understand. New York: Simon and Schuster. Translated into Portuguese, German, Spanish, Chinese (Taiwan), Italian, Swedish, Korean, Hebrew, Danish, Turkish, Romanian, Croatian. Excerpted in The Futurist, 34, (2), 30-32, (Mar/Apr 2000) . Paperback edition with new afterword, "A Tale of Two Barns": Penguin Putnam, New York, 2000.
  • Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st Century. New York, NY: Basic Books. Translated into German, Spanish, Korean, Hebrew, Chinese (SC), Swedish, Portuguese, Japanese, Italian, Bulgarian, Polish, Turkish, Dutch, and Croatian.
  • Gardner, H. (1997). Extraordinary minds: Portraits of exceptional individuals and an examination of our extraordinariness. New York: Basic Books. British edition, London: Weidenfeld & Nicolson, 1997. Translated into French, Portuguese, Chinese (Taiwan), Chinese (PRC), Polish, Hungarian, Czech, Spanish, Korean, Indonesian, and German.
  • Gardner, H., with the collaboration of Laskin, E. (1995). Leading minds: An anatomy of leadership. New York: Basic Books. Translated into German, Italian, Swedish, Portuguese, Chinese (Taiwan), Greek, Korean, Spanish, and Japanese. British Edition: HarperCollins, 1996. Basic Books Paperback.
  • Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books. Selected by three book clubs. Excerpted in the magazine Behinderte in Familie, Schule und Gesellschaft, vol. 2, 1997. Abridged, Danish translation, 1997, Copenhagen: Glydendal Undervisning. Translated into Spanish, Portuguese, Italian, French, Chinese (Taiwan), Hebrew, Korean, Polish, Chinese (R.C.), Danish, Ukranian, and Japanese.
  • Gardner, H. (1993). Creating minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi. New York: Basic Books. Quality Paperback Book Club. Translated into Swedish, German, Spanish, Chinese (Taiwan), Portuguese, Italian, Slovenian, Korean, Polish, and French.
  • Gardner, H. (1990). Art education and human development. Los Angeles, CA: The Getty Center for Education in the Arts. Translated into Italian and Spanish.
  • Gardner, H. (1989). To open minds: Chinese clues to the dilemma of contemporary education. New York, NY: Basic Books. Basic Books Paperback with new introduction, 1991. Translated into Italian and Korean.
  • Gardner, H. (1985). The mind's new science: A history of the cognitive revolution. New York: Basic Books. Translated into Spanish, Japanese, French, German, Italian, Chinese, and Portuguese. Adopted by six book clubs. Basic Books Paperback with new Epilogue, 1987.
  • Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books. Selected by five book clubs. British Edition, W. Heinemann. Translated into Spanish, Japanese, Italian, Hebrew, Chinese, French, and German. Basic Books Paperback, 1985. Tenth Anniversary Edition with new introduction, New York: Basic Books, 1993. Twentieth Anniversary Edition with new introduction. New York: Basic Books, 2004. Translated into Swedish, German, Portuguese, Spanish, Italian, Chinese (Taiwan), French, Norwegian, Hebrew, Slovenian, Korean, and Czech. Selected by three book clubs. Selected by the Museum of Education for Books of the Century exhibit, Columbia, SC, 1999. Tenth Anniversary British Edition, London: HarperCollins (Fontana Press), 1993.
  • Gardner, H. (1982). Art, mind, and brain: A cognitive approach to creativity. New York, NY: Basic Books. Basic Books Paperback, 1984. Translated into Spanish, Hebrew, Japanese, Italian, Chinese, and Portuguese.
  • Gardner, H. (1980). Artful Scribbles: The significance of children's drawings. New York: Basic Books. Behavioral Sciences book service selection. Basic Books Paperback, 1982. Translated into Japanese, French, Spanish, and Chinese.
  • Gardner, H. (1979). Developmental psychology: An introduction. Boston: Little Brown, International Edition. Second Edition, 1982.
  • Gardner, H. (1975). The shattered mind. New York: Knopf. Main Selection, Psychology Today Book Club, Jan. 1974; Vintage Paperback, 1976. Quality Paperback Book Club Selection. Routledge and Kegan Paul, British Edition. Translated into Japanese.
  • Gardner, H. (1973). The quest for mind: Jean Piaget, Claude Levi-Strauss, and the structuralist movement. New York: NY: Knopf. Vintage paperback, 1974; coventure publication in England, 1975. Second Edition, 1981, University of Chicago Press. Translated into Italian and Japanese.
  • Gardner, H. (1973). The arts and human development . New York, NY: Wiley. Translated into Chinese and Portuguese. Second Edition, 1994, New York: Basic Books.

  • Brock International Prize in Education (2015)
  • Prince of Asturias Award (2011)
  • Medal of the Presidency of the Italian Republic, International Scientific Committee of the Pio Manzu Centre (2001)
  • Guggenheim Fellowship (2000)
  • Grawemeyer Award in Education (1990)
  • MacArthur Prize Fellowship (1981)

  • American Philosophical Society, Council Member,(2013-2016)
  • Royal Society for the Encouragement of Arts, Manufactures, and Commerce, England,(2007-)
  • American Academy of Political and Social Sciences,(2000-)
  • American Academy of Arts and Sciences,(1995-)
  • Author's Guild,(1985-)
  • American Association for the Advancement of Science, Fellow,(1980-)

  • Making Ethics Central in Higher Education: Expanding and Disseminating a Promising Approach (2022-2025)
    Kern Family Foundation

    This project focuses on expanding and disseminating an intervention that prods college students to think and act beyond the self. It also seek to create a “hub” for similar approaches in higher education. The overarching goal is to help students become more aware of and sensitive to ethical dilemmas. As documented in the researchers’ national study of higher education, students routinely describe these issues in terms of how they are affected personally (the “I”), with little acknowledgement of how these issues affect others, or how the consequences of their own actions may affect a broader community (the “we”). This project seeks to “move the needle” on character and ethics from “I” to “we” in the personal and professional lives of young citizens. In a two-year pilot project supported by the Kern Family Foundation, the researchers developed and tested an intervention (hereafter referred to as “Beyond the Self”) with 150 students at four different colleges. The documentation provides evidence that the intervention helped students to reflect more deeply and more broadly on situations and decisions they face themselves, learn about in class, and observe on campus and beyond. To scale-up this work, this three-year project that has three major objectives: 1. To disseminate the approach to other institutions—to help others implement “Beyond the Self” with students. 2. To network with others engaged in similar work; 3. Drawing on the researchers’ decades of creating powerful syntheses in education, to collate their efforts with others across higher education and produce a coherent integrated account that will prove useful across higher education and perhaps beyond.

  • Life-Long Learning Blog (https://howardgardner.com/category/life-long-learning-a-blog-in-education/)
  • The Good Project

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