Please note: These papers are provided for research purposes only. These works may not be excerpted or otherwise quoted for commercial purposes without express written consent from the author.

For a list of Gardner’s books, scholarly articles, topical articles, reviews, and activities, please see his full CV

To see Gardner’s most cited works, visit his Google Scholar page.


  • Long Vita (PDF)
  • Short Vita (PDF)


  • Gardner, H. (2017). Reflections on Artful Scribbles: The Significance of Children’s Drawings. Studies in Art Education, (2). (Online)
  • Gardner, H. (In press). “Taking a Multiple Intelligences Perspective (Commentary on Bukart et al.).” Behavioral and Brain Sciences.
  • Gardner, H. (2017). Commentary on “Medicine’s Niche Among the Professions.” Journal of Ambulatory Care Management 40 (3), 183-184.
  • Gardner, H., Kornhaber, M., and Chen, J. (In press). “The Theory of Multiple Intelligences: Psychological and Educational Perspectives.” In Sternberg, R., The Nature of Human Intelligence. Cambridge, UK: Cambridge University Press.
  • Gardner, H. and Weinstein, E. (In press). “Creativity: The View from Big “C” and the Introduction of tiny c.” In Sternberg, R. and Kaufman, J. (eds.), The Nature of Human Creativity. Cambridge, UK: Cambridge University Press.
  • Gardner, H. (2016). “Multiple Intelligences: Prelude, Theory, and Aftermath.” In Sternberg, R.J., S.T. Fiske, and D.J. Foss, Scientists Making a Difference: One Hundred Eminent Behavioral and Brain Scientists Talk about Their Most Important Contributions. New York: Cambridge University Press, pp. 167-170.
  • Peterson, A., Mucinskas, D., and Gardner, H. (2016). “Teaching for good work, teaching as good work.” In Horvath, J.C., Lodge, J.M., and Hattie, J. (eds.), From the laboratory to the classroom: Translating science of learning for teachers. London: Routledge.
  • Gardner, H. (2016). Three Frames for Good Work. In Levinson, M., & Fay, J. (Eds.), Dilemmas of educational ethics: Cases and commentaries. Cambridge, MA: Harvard Education Press, pp 97-100. 
  • Redding, A.B., James, C., and Gardner, H. (2016). Nurturing ethical collaboration. Independent School (75:2), pp.58-64. (PDF)
  • Craft, A., Gardner, H. and Claxton, C. (2015). Nurturing creativity, wisdom, and trusteeship in education. In K. Chappell, T. Cremin, and B. Jeffrey (eds.). Creativity, education and society: Writings of Anna Craft. London: Institute of Education Press, pp. 143-157.
  • Rundle, M., Weinstein, E., Gardner, H., and James, C. (2015). Doing civics in the digital age: Casual, purposeful, and strategic approaches to participatory politics. Oakland, CA: YPP Research Network Working Paper Series No. 2. (PDF)
  • Gardner, H. (2015). Disinterestedness in the digital era. In D. Allen & J. Light (Eds.), From voice to influence: Understanding citizenship in a digital era. Chicago: University of Chicago Press. (PDF)
  • Noonan, J., & Gardner, H. (2014). Creative artists and creative scientists: Where does the buck stop? In S. Moran, D. Cropley, & J. C. Kaufman (Eds.), The ethics of creativity (pp. 92-116). New York: Palgrave Macmillan.
  • Gardner, H. (2013). Harvard Project Zero: A Personal History. (PDF) Also available in Spanish translation (PDF)
  • Gardner, H. & Mucinskas, D. (2013). Educating for Good Work: From Research to Practice. British Journal of Educational Studies. (pp. 1-18). London, UK: Routledge. (PDF)
  • Gardner, H. (2013). Reestablishing the Commons for the Common Good. Daedalus, Spring 2013. (pp. 199-208). (PDF)
  • Connell, M., Stein, Z., & Gardner, H. (2012). Bridging between brain science and educational practice with design patterns. In S. Della Sala & M. Anderson (Eds.), Neuroscience in education: The good, the bad, and the ugly (pp. 267-285). New York, NY: Oxford University Press.
  • Davis, K., Ryan, J., James, C., Rundle, M., & Gardner, H. (2012, May). “I’ll pay attention when I’m older”: Generational differences in trust. In R. Kramer & T. Pittinsky (Eds.), Restoring trust in organizations and leaders. Cambridge, UK: Oxford University Press.
  • Rundle, M., James, C., Davis, K., Ryan, J., Francis, J., & Gardner, H. (2012, May). My trust needs to be earned, or I don’t give it: Youth’s mental models of trust. In R. Kramer & T. Pittinsky (Eds.), Restoring trust in organizations and leaders. Cambridge, UK: Oxford University Press.
  • Sheridan, K., & Gardner, H. (2012) Artistic development: The three essential spheres. In A. Shimamura (Ed.), Aesthetic Science: Connecting Minds, Brains, and Experience (pp. 276-296). New York, NY: Oxford College Press. (PDF)
  • Davis, K., & Gardner, H. (2012). Five minds our children deserve: Why they’re needed, how to nurture them. Journal of Educational Controversy.
  • The 25th Anniversary of the Publication of Howard Gardner’s Frames of Mind (PDF)
  • Gardner, H. (2011). Five minds for the future: an overview. Journal of Education Sciences & Psychology (pp. 1-11). Ploiesti, Romania: Petroleum – Gas University of Ploiesti Publishing House.
  • Gardner, H. (2011). The Theory of Multiple Intelligences: The Battle-Scarred Journey (An excerpt from The theory of multiple intelligences: As psychology, as education, as social science. Address delivered at José Cela University on October 29, 2011. Madrid, Spain.) The Daily Riff. (Link)
  • Gardner, H. (2011). The theory of multiple intelligences: As psychology, as education, as social science. Address delivered at José Cela University on October 29, 2011. Madrid, Spain. (PDF)
  • Gardner, H. (2011, Fall). Intelligence, creativity, ethics: Reflections on my evolving research interests. Gifted Child Quarterly, 55(4).
  • Gardner, H. (2011). Multiple intelligences: Reflections after thirty years. National Association of Gifted Children Parent and Community Network Newsletter: Washington, DC. (PDF)
  • Straughn, C., & Gardner, H. (2011). GoodWork in museums today…and tomorrow. In J. Marstine (Ed.), The Routledge companion to museum ethics. New York, NY: Routledge. (PDF)
  • Chen, J., & Gardner, H. (2011). Assessment of intellectual profiles: A perspective from multiple intelligences theory. In D. Flanagan, & C. Graham (Eds.), Contemporary intellectual assessment (3rd ed.) (pp. 145-155). New York, NY: Guilford Press. (PDF)
  • Krechevsky, M., Mardell, B. Filippini, T., & Gardner, H. (2011). Creating powerful learning experiences in early childhood: Lessons from good teaching. In B. Falk (Ed.), In defense of childhood. New York, NY: Teachers College Press. (PDF)
  • Gardner, H. (2011). Positioning future leaders on the GoodWork track. In S. E. Murphy, & B.J. Reichard (Eds.), Early development and leadership: Building the next generation of leaders. (A volume in the Applied Psychology series edited by Jeanette Cleveland and Edwin Fleishman).


  • Gardner, H. (2008, January 12). Five minds for the future [Oral presentation]. International School of Geneva, The Ecolint Meeting in Geneva: Schools Facing the Challenges of the Contemporary World [Conference]. Published in The international school of Geneva conference report (pp. 20–40). Genéve: International Labour Office. (PDF)
  • Gardner, H. (2007).A multiplicity of intelligences: In tribute to Professor Luigi Vignolo. In P. Marien, & J. Abutalebi (Eds.), Neuropsychological research: A review. New York, NY: Psychology Press. (PDF)
  • Gardner, H. (2005). Multiple lenses on the mind. Paper delivered at Expo-Gestion. Bogota, Colombia, May 2005. Available at Translated into Spanish and Polish. Also, (2008) Multiple lenses on the mind. In C. M. Huat, & T. Kerry (Eds.), International perspectives on education (pp. 7–27). New York, NY: Continuum International Publishing. (PDF)
  • Gardner, H. (2002, Spring). Interview with Steen Larsen. Education and humanism. Denmark: Padaogiske Universitet. (PDF)
  • Gardner, H. (2002, Winter). The three faces of intelligence. Daedalus, 139–142. Translated into German in Gluck (pp. 391–99), Stuttgart: Klett Cotta; Castilian and Catalan in Web of Music. Also in Open Connections Magazine, 1(5), February 2008. (PDF)


  • “How MI Theory fits into traditional and modern China” by Jie-Qi Chen (PDF
  • “The Transmission and Reception of MI Theory in Contemporary China” by Dr. Zhilong Shen (PDF)
  • “Psychometric Superiority? Check the Facts — Again,” a response to a critique of MI Theory by Mindy Kornhaber (PDF