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Faculty & Research

Howard Gardner

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

Howard Gardner

Degree:  Ph.D., Harvard University, (1971)
Email:  [javascript protected email address]
Phone:  617.496.4929
Personal Site:   Link to Site
Vitae/CV:   Howard Gardner.pdf
Office:  Longfellow 235
Faculty Assistant:  Shinri Furuzawa

Profile

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.
 

Areas of Expertise
Research

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

 

The Good Project

 

Awards

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)

Sponsored Projects

 

Making Ethics Central to the College Experience: A Pilot Project (2020-2022)
Kern Family Foundation

Our project is focused on making ethics more central to the college experience. Based on our recently-completed national study of higher education, we are struck and disappointed by the lack of attention to and lack of knowledge about “ethics.” We seek to prepare students to detect ethical dilemmas; to reflect on them; and to develop strategies for resolving dilemmas they may face today, and will surely face in the future. We believe that the direct interventions being proposed will help students to develop a sensitivity to ethical dilemmas and approaches they can draw on as students, as future workers, and as citizens. Ultimately, we plan to prepare materials that can be used on college campuses across the nation, and beyond. We propose a two-year pilot project as a necessary and important step toward these ambitious goals. The project involves Olin College as a key collaborator and test site, along with one additional school to test our approach. Olin, with whom we have worked in various ways for several years, provides a promising environment; we note its small size and its innovative, project-based educational approach, which features liberal arts and sciences as an important component of an education in engineering. Our two-year pilot project has three main objectives: 1) To co-construct (with faculty and students at Olin College) an approach to the nurturance of an ethical stance. Specifically, we aim to develop a method and interventions—which can ultimately help a broad swathe of institutions of higher education address ethics on their campuses. 2) We will “pilot test” this approach at Olin. 3) We will also test this approach at one other college campus—one that is more typical of colleges in the United States. If the pilot at two schools is successful, with additional support and against the background of our national study of higher education, we will be able to help other schools adapt the approach and tools in subsequent years.

 

Good Project Resource Center (2019-2022)
The Argosy Foundation

In 1995, the Good Work Project began when three scholars spent a year at the Center for Advanced Study in the Behavioral Sciences: Howard Gardner, best known for his theory of multiple intelligences; Mihaly Csikszentmihalyi, who is best known for his theory of flow; and William Damon, an expert on moral development and purpose. Together, these three scholars began a series of studies, guided by the following prescient research question: “How do individuals who desire to do good work succeed or fail at a time when market forces are powerful, there are few if any counterforces, and our sense of time and space is being altered in a technologically-oriented society?”This project funds the development of a Good Project Resource Center. This will be a virtual space where educators, academics, individuals and organizations will come to consider the ethical issues of our time (e.g. issues of artificial intelligence at the workplace, the shifting occupational landscape, the best educational approaches) and find resources to help them grapple with these issues in their work and in their lives. Our objectives are threefold: 1) to expand and improve current Good Project resources; 2) to develop new, up-to-date Good Project resources; and 3) to facilitate connections among those interested in bringing Good Project ideas to their educational institutions or their broader communities.

 

An Investigation of Impact: Educational Experience at United World Colleges (2017-2021)
The United World Colleges

The proposed four-year research project is a collaboration between United World Colleges (UWC) and The Good Project at Project Zero. UWC is a network of seventeen schools, located in countries around the world, emphasizing a shared philosophy of diversity, sustainability, and peace. The project team will investigate the holistic impact of UWCÂ’s educational experience on two subject groups: a cohort of current students, followed across their junior and senior years at participating sites; and groups of alumni at 5, 15, and 25 years post-graduation. The Good Project will develop instruments, which are anticipated to be survey and interview protocols, that will be used to collect data from these subjects. Data collection will occur in partnership with UWC institutions and involve both remote and limited on-site activities. All seventeen UWC member schools are expected to participate in this project. Control group sites, which will consist of comparable secondary schools, will be selected for participation in this study as well. Data will then be analyzed and coded for themes, and findings will be reported. The results will inform UWCÂ’s practices and those of the wider field.

Publications
Kornhaber, M., & Winner, E. (Eds.). (2014). Mind, Work, and Life: A Festschrift on the Occasion of Howard GardnerÂ’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 peopleÂ’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.

Associations

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-)

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