Table of Contents

The Theory Of Multiple Intelligences; In a Nutshell; A Rounded Version (with Joseph Walters); Questions and Answers About Multiple Intelligences Theory (with Joseph Walters); The Relation of Intelligence to Other Valued Human Capacities; Educating The Intelligences; A School of the Future (with Tina Blythe); Interlude: The Two Rhetorics of School Reform: Complex Theories versus the Quick Fix; The Emergence and Nurturance of Multiple Intelligences in Early Childhood: The Project Spectrum Approach (with Mara Krechevsky); The Elementary Years: The Project Approach in the Key School Setting; Approaching School Intelligently: Practical Intelligence at the Middle School Level (with Mara Krechevsky); Disciplined Inquiry in the High School: An Introduction to Arts PROPEL; Interlude: On Implementing Educational Programs: Obstacles and Opportunities; Assessment And Beyond: The Components Of An MI Education; Assessment in Context: The Alternative to Standardized Testing; Interlude: A Portfolio Approach to College Admissions; Beyond Assessment: The Aims and Means of Education; The Future of Work on Multiple Intelligences; Intelligences in Seven Phases; Engaging Intelligence (with Mindy Kornhaber and Mara Krechevsky); Epilogue: Multiple Intelligences Theory in 2013.

About the Author

Howard Gardner is the John H. and Elisabeth A. Hobbs Professor in Cognition and Education at the Harvard Graduate School of Education. Among numerous honors, Gardner received a MacArthur Prize Fellowship in 1981. In 1990, he was the first American to receive the University of Louisville's Grawemeyer Award in education. In 2000, he was awarded a Guggenheim Fellowship. He lives in Cambridge, Massachusetts.

Reviews

The theory of multiple intelligences (MI) was first publicized by Gardner in Frames of Mind ( LJ 10/1/83). The arguments he presented against the prevailing one-dimensional view of intelligence caught the attention of educators who found the application of a universal IQ test troublesome. Here, Gardner attempts to bridge the gap between state-of-the-art advances in cognitive studies and neurosciences and to demonstrate their practical applications in education. He does an admirable job of explaining the revolutionizing effect the complex theory of seven intelligences has had on schooling, also acknowledging that Theodore Sizer's Horace's School ( LJ 1/92) presents a practical proposal closely paralleling his MI theory in its emphasis on individual performance abilities. This is a highly readable and interesting proposal from an innovative and ground-breaking researcher. Excellent references round out the study. For most education collections.-- Arla Lindgren, St. John's Univ., New York

A follow-up to Gardner's Frames of Mind (which is being reissued simultaneously), this collection of mostly academic essays should appeal mainly to education observers concerned with Gardner's innovative theory of multiple intelligences. The theory that there are seven types of intelligence, (linguistic, spatial, musical and so on) is recapped in an accessible talk Gardner gave at Harvard, a more formal paper on the subject, and a technical essay defining such concepts as ``giftedness'' and ``creativity'' in the context of his theory. The book's second part includes Gardner's intriguing projection of a school that applies his theories, as well as four very dry analyses of projects that put Gardner's theories into practice. More interesting are Gardner's criticism of formal testing directed at a unitary conception of intelligence, his proposal that college admissions officers examine student projects for evidence of several intelligences and the suggestion that various topics in school can be approached in different ways that track the multiple intelligences. Reader's Subscription, Library of Science and Natural Science Book Club alternates. (Apr.)