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Books and Monographs Gardner, H. (2007). Five Minds for the Future. Boston: Harvard Business School Press. Translated into Arabic, Korean, Italian, Japanese, Danish, Chinese (CC), Chinese (SC), Norwegian, Portuguese, Polish, Russian, Spanish, Swedish, Turkish, Romanian, French, Indonesian, and Thai. Gardner, H. (2006). The development and education of the mind: The collected works of Howard Gardner. London: Routledge. Translated into Italian, Spanish. Gardner, H. (2006). Howard Gardner under fire. In Jeffrey Schaler (Ed.). Illinois: Open Court Publishing. Gardner, H. (2006). Multiple Intelligences: New Horizons. New York: Basic Books. Translated into: Romanian, Chinese. Gardner, H. (2005). Las cincos mentes del futuro: Un ensayo educativo. Paidos Asterico. Gardner, H. (2004) Changing minds: The art and science of changing our own and other people's minds. Boston: Harvard Business School Press. Translated into French, Spanish, Japanese, Italian, Korean, Dutch, Portuguese, Greek, Polish, Russian, Turkish, Chinese, Danish; Awarded Strategy + Business's Best Business Books of the Year (2004). 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 and Korean. Gardner, H., Csikszentmihalyi, M., and Damon, W. (2001). Good Work: When Excellence and Ethics Meet. New York: Basic Books. Gardner, H. (2000). The Disciplined Mind: Beyond Facts And Standardized Tests, The K-12 Education That Every Child Deserves. New York: Penguin Putnam. Gardner, H. (1999). Intelligence reframed. New York: Basic Books. Gardner, H. (1997). Extraordinary Minds: Portraits of Exceptional Individuals and an Examination of our Extraordinariness. New York: Basic Books. Gardner, H., Kornhaber, M., & Wake, W. (1996). Intelligence: Multiple perspectives. Fort Worth, TX: Harcourt Brace. Williams, W. M., Blythe, T., White, N., Li, J., Sternberg, R. J., & Gardner, H. (1996). Practical intelligence for school. New York: HarperCollins College Publishers. Gardner, H., with the collaboration of Laskin, E. (1995). Leading Minds: An anatomy of leadership. New York: Basic Books. Basic Books Paperback with a new introduction, 1996. Gardner, H. (1993). Multiple Intelligences: The theory in practice. New York: Basic Books. 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. Gardner, H. (1991). The Unschooled Mind: How children think and how schools should teach. New York: Basic Books. Gardner, H. (1990). Art education and human development. Los Angeles: The Getty Center for Education in the Arts. Gardner, H. (1989). To Open Minds: Chinese clues to the dilemma of contemporary education. New York: Basic Books. Basic Books Paperback with new introduction, 1991. Gardner, H. (1985). The Mind's New Science: A history of the cognitive revolution. New York: Basic Books. Basic Books Paperback with new Epilogue, 1987. Gardner, H. (1983). Frames of Mind: The theory of multiple intelligences. New York: Basic Books. Basic Books Paperback, 1985. Tenth Anniversary Edition with new introduction, New York: Basic Books, 1993. Gardner, H. (1982). Art, Mind, and Brain: A cognitive approach to creativity. New York: Basic Books. Basic Books Paperback, 1984. Gardner, H. (1980). Artful Scribbles: The significance of children's drawings. New York: Basic Books. Basic Books Paperback, 1982. Gardner, H. (1978). Developmental Psychology: An introduction. Boston: Little Brown, International Edition. Second Edition, 1982. Gardner, H. (1975). The Shattered Mind. New York: Knopf. Vintage Paperback, 1976. Gardner, H. (1973). The Quest for Mind: Jean Piaget, Claude Levi-Strauss, and the Structuralist Movement. New York: Knopf. Vintage paperback, 1974. Second Edition, 1981, University of Chicago Press. Gardner, H. (1973). The Arts and Human Development. New York: Wiley. Second Edition, 1994, New York: Basic Books. Grossack, M., & Gardner, H. (1970). Man and Men: Social psychology as social science. Scranton, PA: International Textbook. Edited books and journal volumes Craft, A., Gardner, H., Claxton, G. (2007). Creativity, wisdom, and trusteeship. Thousand Oaks: Corwin Press. Gardner, H. (2007). Responsibility at work: How leading professionals act (or don't act) responsibly. San Francisco: Jossey-Bass. Feldman, D., Csikszentmihalyi, M., & Gardner, H. (1994). Changing the World: A Framework for the Study of Creativity. Westport, CT: Greenwood Publishing Co. Wolf, C., & Gardner, H. (1989, Spring). Arts Education in China. Journal of Aesthetic Education, 23 (1). Gardner, H., & Perkins, D.N. (1989). Art, Mind, and Education. Urbana: University of Illinois Press. Kelly, H., & Gardner, H. (1981). Viewing Children through Television. New Directions for Child Development, 13. Winner, E., & Gardner, H. (1979). Fact, Fiction, and Fantasy in Childhood. New Directions for Child Development, 6. Gardner, J., & Gardner, H. (1975). Classics in Child Psychology (32 volume series). New York: Arno Press. Gardner, H., & Gardner, J. (1973). Classics in Psychology (42 volume series). New York: Arno Press. Selected articles Verducci, S. and Gardner, H. (In press). Good Work: Its Nature, Its Nurture. To appear in F. Huppert (Ed) The Science of Well-being. New York: Oxford University Press. Sheridan, K., Zinchenko, E., Gardner, H. (in press). Neuroethics in education. To appear in J. Illes (Ed) Neuroethics: Defining the Issues in Research, Practice, and Policy. New York: Oxford University Press. Gardner, H. (in press). Beyond markets and individuals: A focus on educational goals. In R. Hersh and J. Merrow (Ed.) Degrees of Mediocrity: Higher Education at Risk. New York: Palgrave-Macmillan. Gardner, H. What we do and don't know about learning. Daedalus, Winter 2004, 5-12. Gardner, H (August 2004). Can there be societal trustees in America today? Presented at The Forum for the Future of Higher Education's Aspen Symposium. To be published in Forum Futures 2005. Keinanen, M. & Gardner, H. (2004). Vertical and horizontal mentoring for creativity. In R.J. Sternberg, E. L. Grigorenko, J. L. Singer (Eds.), Creativity: From Potential to Realization. Washington, D. C.: American Psychological Association. Connell, M., Sheridan, K., and Gardner H. (2004). Experts, generalists, and expert generalists: On the relation between general competence and expertise in a domain. In R. Sternberg and E. Grigorenko (Eds.), Perspectives on the psychology of abilities, competencies, and expertise (126-155). New York: Cambridge University Press. Gardner, H. (2004). How education changes: Considerations of history, science and values. In M. Suarez-Orozco and D. Qin-Hilliard (Eds.), Globalization: Culture and education in the new millennium. Berkeley: University of California Press. Boix Mansilla, V. and Gardner, H. (2003) Assessing interdisciplinary work at the frontier: An empirical exploration of 'symptoms' of quality. Available at www.Interdisciplines.org CNRS and Institut Nicod, Paris.? Kornhaber, M., & Gardner, H. (2003). Multiple intelligences: Developments in implementation and theory. In R.J. Sternberg and M. Constas (Eds.), Translating education theory and research into practice. Gardner, H. (2003). The ethical responsibilities of scientists. In J. Scheppler, S. Marshall, & M. Palmisano (Eds.), Scientific literacy for the 21st century: Essays in honor of Leon Lederman. Aurora, IL: Illinois Mathematics and Science Academy. Gardner, H. (2003). Three Distinct Meanings of Intelligence. In R. Sternberg, et al. (Eds.), Models of intelligence for the new millennium. Washington, DC American Psychological Association. Gardner, H. (2000, Oct 19). Paroxysms of choice. The New York Review of Books, pp. 44-49. [Review of recent books on Charter Schools and Voucher Programs.] Gardner H. (1999). Multiple Approaches to Understanding. In C. Reigeluth (Ed.), Instructional Design Theories and Models. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Gardner, H. (1999). Are there additional intelligences? J. Kane (Ed.), Education, information and transformation, pp. 111-131, Upper Saddle River, NJ: Prentice Hall. Reprinted in Gifted Education Press Quarterly, 11(2), Spring 1997, pp. 2-5. Boix Mansilla, V. & Gardner, H. (1997, Jan). Of kinds of disciplines and kinds of understanding. Phi Delta Kappan, 78(5), 381-386. Gardner, H. (1997). Extraordinary Cognitive Achievements: A Symbol Systems Approach. In W. Damon (Editor-in-Chief) & R. Lerner (Ed.), Handbook of Child Psychology, 5th ed., Vol. 1 (415-466). New York: John Wiley & Sons, Inc. Gardner H. (1996). Leadership: A cognitive perspective. SAIS Review, 16(2), 109-122. Gardner, H., Torff, B., & Hatch, T. (1996). The age of innocence reconsidered: Preserving the best of the progressive traditions in psychology and education. In D.R. Olson and N. Torrance (Eds.), The handbook of education and human development: New models of learning, teaching and schooling (28-55). Cambridge, MA: Blackwell Publishers. Translated into French, Reprinted: Revue Francaise de Pedagogie, (111), Spring 95, 35-56. Paris: Institut National de Recherche Pedagogique. Gardner, H. (1995, November). Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan, 77, (3), 200-209. Reprinted: International Schools Journal, 15, (2), 8-22, European Council of International Schools. Gardner, H. (1995). Perennial antinomies and perpetual redrawings: Is there progress in the study of mind? In R. Solso and D. Massaro (Eds.), Science of the mind: 2001 and beyond (65-78). New York: Oxford University Press. Gardner, H., & Boix Mansilla, V. (1994, Winter). Teaching for Understanding in the Disciplines--and Beyond. Teachers College Record, 96(2), 198-218. Paper prepared for the Conference on Teachers Conceptions of Knowledge, Tel Aviv, June 1993. Gardner, H. (1994). The stories of the right hemisphere. Paper delivered at the Nebraska Symposium on Motivation, October 1992. In W.D. Spalding (Ed.), Vol. 41 of The Nebraska Symposium on Motivation: Integrative Views of Motivation, Cognition and Emotion (57-69). Lincoln, NE: University of Nebraska Press. Gardner, H. (1994). The creators' patterns. In M. Boden (Ed.), Dimensions of creativity (143-158). Cambridge: Bradford Books/MIT Press. Gardner, H. (1994). How extraordinary was Mozart? Paper presented at the Woodrow Wilson Center Symposium on the 200th Anniversary of the Death of Mozart, Washington, DC. In J.M. Morris (Ed.), On Mozart (36-51). Washington, DC: Woodrow Wilson Center Press. Kornhaber, M., & Gardner, H. (1993, March). Varieties of excellence and conditions for their achievement. Paper prepared for Commission on Varieties of Excellence in the Schools, New York. Published by The National Center for Restructuring Education, Schools and Teaching. Winner, E., & Gardner, H. (1993). Metaphor and irony: Two levels of understanding. In A. Ortony (Ed.), Metaphor and thought (2nd ed., 425-443). New York: Cambridge University Press. Davis, J., & Gardner, H. (1992). The cognitive revolution: Its consequences for the understanding and education of the child as artist. In B. Reimer & R. A. Smith (Eds.), The Arts, Education, and Aesthetic Knowing: Ninety-first Yearbook of the National Society for the Study of Education, Part II. Chicago: University of Chicago Press. Gardner, H. (1992). Scientific psychology: Should we bury it or praise it? William James Award address, New Ideas in Psychology, 10 (2), 179-190. Gardner, H., & Nemirovsky, R. (1989, October). From private intuitions to public symbol systems: An examination of creative process in Georg Cantor and Sigmund Freud. Paper presented at the Conference on Creativity and Discovery in the Medical Sciences, the Royal Society of Medicine. Creativity Research Journal, 4 (1), 1991, 1-21. Gardner, H. (1989, Spring). The key in the slot: Creativity in a Chinese key. Journal of Aesthetic Education, 23, 141-158. Zurif, E.B., Gardner, H., & Brownell, H. (1989). The case against the case against group studies. Brain and Cognition, 10, 237-255. Gardner, H. (1988). Creativity: An interdisciplinary perspective. Creativity Research Journal, 1, 8-26. Gardner, H. (1988). Beyond a modular view of mind. In W. Damon (Ed.), Child Development Today and Tomorrow (222-239). San Francisco: Jossey-Bass. Also in W. Damon (Ed.) (1987), New Directions for Child Development, Tenth Anniversary Edition. Gardner, H., & Winner, E. (1987). Attitudes and attributes: Children's understanding of metaphor and sarcasm. In M. Perlmutter (Ed.), Minnesota Symposia on Child Psychology (131-152). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Gardner, H., & Dudai, Y. (1985). Biology and giftedness. Items, 39, 1-6. Gardner, H., & Wolf, D. (1983). Waves and streams of symbolization. In D. Rogers, & J.A. Sloboda (Eds.), The acquisition of symbolic skills. London: Plenum Press. Gardner, H., Brownell, H.H., Wapner, W., & Michelow, D. (1983). Missing the point: The role of the right hemisphere in the processing of complex linguistic materials. In E. Perecman (Ed.), Cognitive Processing in the Right Hemisphere. New York: Academic Press. Gardner, H., & Winner, E. (1982). First intimations of artistry. In S. Strauss (Ed.), U-shaped behavioral growth. New York: Academic Press. Gardner, H. (1980). Children's literary development. In P. McGhee and T. Chapman (Eds.), Children's Humor (191-218). London: John Wiley. Carothers, J.T., & Gardner, H. (1979). When children's drawings become art: The emergence of aesthetic production and perception. Developmental Psychology, 15, 570-580. Gardner, H. (1979). Developmental psychology after Piaget: An approach in terms of symbolization. Human Development, 22, 73-88. Winner, E., & Gardner, H. (1977). The comprehension of metaphor in brain-damaged patients. Brain, 100, 719-727. Gardner, H., Howard, V., & Perkins, D. (1974). Symbol systems: A philosophical, psychological, and educational investigation. In D. Olson (Ed.), Media and Symbols: The Forms of Expression, Communication, and Education (27-56). Chicago: University of Chicago Press. Gardner, H. (1972). Style sensitivity in children. Human Development, 15, 325-338. |
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