Howard Gardner

Howard Gardner
Name	Howard Gardner
Caption	Gardner in 2009
Birth date	11 July 1943
Birth place	Scranton, Pennsylvania, U.S.
Alma mater	Harvard College (AB), Harvard University (PhD)
Known for	Theory of multiple intelligences, Project Zero
Occupation	Psychologist, professor
Employer	Harvard Graduate School of Education
Spouse	Ellen Winner
Awards	Guggenheim Fellowship (2000), Grawemeyer Award (1990)

Howard Gardner is an influential American developmental psychologist best known for his theory of multiple intelligences. A longtime professor at the Harvard Graduate School of Education, his work has challenged conventional views of intelligence and had a profound impact on educational theory and practice globally. He is also a senior director of Project Zero, a research group at Harvard University focused on understanding and enhancing learning, thinking, and creativity.

Early life and education

Born in Scranton, Pennsylvania to parents who fled Nazi Germany, his early life was marked by the tragic loss of his brother. This event profoundly influenced his later intellectual pursuits. He was an accomplished pianist and initially considered a career in music before turning to psychology. He completed his undergraduate degree in social relations at Harvard College in 1965, where he studied under renowned figures like Erik Erikson and Jerome Bruner. He subsequently earned his PhD in developmental psychology from Harvard University in 1971, conducting postdoctoral work with Norman Geschwind at the Boston Veterans Administration Hospital, which deepened his understanding of neurology and brain damage.

Theory of multiple intelligences

First fully articulated in his 1983 book Frames of Mind, this theory posits that human intelligence is not a single, general capacity but rather a set of relatively autonomous intelligences. He initially identified seven core intelligences: linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, and intrapersonal intelligence. He later added naturalistic intelligence and considered existential intelligence. The theory was developed through synthesizing research from diverse fields, including studies of child prodigies, savant syndrome, cognitive psychology, and anthropology. It directly challenged the dominance of IQ tests and the psychometrics tradition associated with Charles Spearman and his concept of g factor (psychometrics).

Professional career and research

He joined the faculty of the Harvard Graduate School of Education in 1986, where he became the John H. and Elisabeth A. Hobbs Research Professor of Cognition and Education. His leadership at Project Zero has spawned numerous research initiatives exploring topics like disciplinary understanding, ethics, and good work. Beyond multiple intelligences, his later scholarship includes the theory of "good work" developed with Mihaly Csikszentmihalyi and William Damon, examining professionalism and ethics. He has also written extensively on creativity, leadership, and the need for reform in K-12 education, often criticizing standardized testing like the SAT.

Major works and publications

His seminal work, Frames of Mind: The Theory of Multiple Intelligences (1983), revolutionized educational psychology. Other key publications include The Unschooled Mind (1991), which argues for education that cultivates true understanding, and Leading Minds: An Anatomy of Leadership (1995), which applies his theories to the study of leaders like Margaret Thatcher and Mahatma Gandhi. His 1999 book Intelligence Reframed addressed critiques and updated the theory. Later works, such as The Disciplined Mind (1999) and Five Minds for the Future (2006), outline the cognitive abilities needed for the 21st century.

Awards and recognition

His contributions have been recognized with numerous prestigious honors. In 1990, he received the Grawemeyer Award in Education from the University of Louisville. He was awarded a MacArthur Fellowship in 1981, often called the "genius grant." In 2000, he received a Guggenheim Fellowship. He has been elected a fellow of the American Academy of Arts and Sciences and has received over thirty honorary degrees from institutions worldwide, including Princeton University and Tel Aviv University. In 2011, he was named an honorary professor at East China Normal University.

Influence and legacy

His theory has been profoundly influential in educational practice, inspiring curricula, teaching strategies, and school models like New City School in St. Louis that emphasize diverse learning pathways. It has also impacted business leadership training and human resources development. While the theory has faced criticism from some psychologists, including Robert Sternberg and proponents of general intelligence factor, its cultural and pedagogical impact is undeniable. His work continues to shape global discussions on talent, creativity, and the purpose of education in a rapidly changing world.

Category:American psychologists Category:Harvard University faculty Category:1943 births