In Frames of Mind: The Theory of Multiple Intelligences (1983), Gardner isolated the existence of 7 (since it has grown to 9) intelligences. These intelligences are (linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal intelligences).

In Assessment in Context: The Alternative to Standardized Testing, a chapter written for the Gifford and O’Connor edited book: Changing Assessments Alternative Views of Aptitude, Achievement, and Instruction, Gardner contends that “aspects of the apprentice model of learning and assessment - which I term “contextualized learning” - could be profitably reintroduced into our educational system.” Here Gardner calls for assessment that is intelligence-fair, meaning it looks directly at the individual’s skills in the intelligence areas.

Howard Gardner is currently a principal investigator for Arts Propel, a student centered collaborative effort involving Harvard Project Zero, the Educational Testing Service, and the teachers and administrators of the Pittsburgh Public Schools. In an ARTS PROPEL classroom students approach the art form along three crisscrossing pathways that give ARTS PROPEL its name:

1. production - students are inspired to learn the basic skills and principles of the art form by putting their ideas to music, words, or visual form.
   
2. perception - students study works of art to understand the kinds of choices artists make and to see connections between their own and others’ work.
   
3. reflection - students assess their work according to personal goals and standards of excellence in the field.

Gardner attempts to incorporate mylenination (the migration and growth of brain cells) and working memory into his overall scheme of education, thus providing a real scientific basis for his educational philosophy. He is deeply interested in our language as a means to circumvent cultural barriers and overcome the differences all people have in their visual, spacial concept of the world about them.

Books and Monographs

Gardner, H. (1999). Intelligence reframed. New York: BasicBooks.

Gardner, H. (1999). The Disciplined Mind: What All Students Should Understand. New York: Simon & Schuster.

Gardner, H. (1997). Extraordinary Minds: Portraits of Exceptional Individuals and an Examination of our Extraordinariness. New York: BasicBooks.

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: BasicBooks. BasicBooks Paperback with a new introduction, 1996.

Gardner, H. (1993). Multiple Intelligences: The theory in practice. New York: BasicBooks.

Gardner, H. (1993). Creating Minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi. New York: BasicBooks.

Gardner, H. (1991). The Unschooled Mind: How children think and how schools should teach. New York: BasicBooks.

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: BasicBooks. BasicBooks Paperback with new introduction, 1991.

Gardner, H. (1985). The Mind's New Science: A history of the cognitive revolution. New York: BasicBooks. BasicBooks Paperback with new Epilogue, 1987.

Gardner, H. (1983). Frames of Mind: The theory of multiple intelligences. New York: BasicBooks. BasicBooks Paperback, 1985. Tenth Anniversary Edition with new introduction, New York: BasicBooks, 1993.

Gardner, H. (1982). Art, Mind, and Brain: A cognitive approach to creativity. New York: BasicBooks. BasicBooks Paperback, 1984.

Gardner, H. (1980). Artful Scribbles: The significance of children's drawings. New York: BasicBooks. BasicBooks 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: BasicBooks.

Grossack, M., & Gardner, H. (1970). Man and Men: Social psychology as social science. Scranton, PA: International Textbook.