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Howard
Gardner is best known for his theory of multiple intelligences, a critique
of the notion that there exists one single human intelligence that can
be assessed by standard psychometric instruments.
The work of Howard Gardner has changed the way people think and work in education, in the arts, in cognitive psychology, and in medicine.
His professional titles demonstrate his unusually broad intellectual scope: Gardner is currently Professor of Education at Harvard Graduate School of Education; Professor of Neurology at Boston University School of Medicine; and Co-Director of Harvard Project Zero, a long-term study of human intellectual and creative development.
Gardner’s 17 books, numerous edited volumes, and over 400 articles and book reviews have served diverse audiences, drawing praise from such disparate sources as Isaac Asimov, E.O. Wilson, and Diane Ravitch. In many influential books, he introduced readers around the world to the complex ideas of structuralism and cognitive science. He also explored the concepts of creativity and intelligence and the parts they play in children’s learning, including the major role that arts education should have in developing basic cognitive skills.
In 1983, he published his ground-breaking "Frames of Mind: The Theory of Multiple Intelligences." In this book, Gardner holds that every human possesses several distinct intellectual faculties (rather than a singe trait called “intelligence”), each with its own way of developing and operating.
In recent years, Gardner’s "The Unschooled Mind and Multiple Intelligences: The Theory in Practice" have discussed ways of narrowing the wide gap between research findings in education and the ways schools actually operate.
His newest book, "Leading Minds: An Anatomy of Leadership," focuses on the diverse and innovative talents that comprise that complex form of genius known as “leadership.”
Gardner received his A.B. degree in 1965 from Harvard College. After a year at the London School of Economics, he returned to Harvard, receiving his Ph.D. in developmental psychology in 1971. As a postdoctoral fellow at the Harvard Medical School and the Boston University Aphasia Research Center, Gardner began a long series of important studies investigating cognitive problems in people suffering brain damage.
It was the pursuit of a related scholarly interest in human potential and its development that brought him to the field of learning and education.
His lengthy list of honors and awards includes a five-year MacArthur Prize Fellowship, the American Psychological Association’s William James Award, the University of Louisville’s Grawemeyer Award, and the Claude Bernard Science Journalism Award.