Resource Center A Guide to Electronic and Printed References Multiple Intelligences
For other resources related to Multiple Intelligences see also 
http://www.alpspublishing.com/ 
ALPS - Reaching for New Peaks in Learning (Annotated at Autonomous learning)
http://www.bigwheel.org.uk/index.htm
Big Wheel Theatre in Education (Annotated at Educational theatre labs)
http://www.pz.harvard.edu/
Harvard Project Zero
| Under the direction of Howard Gardner, this group at the Harvard Graduate School of Education performs research 'to understand and enhance learning, thinking, and creativity in the arts, as well as humanistic and scientific disciplines, at the individual and institutional levels'. |
Armstrong, Thomas. 7 Kinds of Smart: Identifying and Developing Your Many Intelligences. New York, NY: Penguin Group (Plume), 1993.
This book contains:
Background information on how your many intelligences operate
Checklists for determining your strongest and weakest intelligences
Exercises for exploring the many ways of being smart
Practical tips and suggestions for developing each intelligence, and
Ideas and resources for applying the theory of multiple intelligences directly to your life.
Howard Gardner says: "At last, thanks to Thomas Armstrong, we have a book that introduces the theory of multiple intelligences to the general public. As an extra dividend, it helps people to discover and unleash their own intellectual strengths." |
Campbell, Linda, Campbell, Bruce, and Dee Dickinson. Teaching and Learning Through Multiple Intelligences.(2nd edition). Needham Heights, MA: Allyn &Bacon, 1998.
| This book is the best teachers' guide for working with MI theories. It is well organized and offers many ideas and applications. |
Gardner, Howard. The Disciplined Mind: What all Students Should Understand. New York, NY: Simon & Schuster, 1999.
| A synthesis of what we know about how children develop and learn and how our society can design an education experience that will help them. |
Gardner, Howard. The Unschooled Mind: How Children Think & How Schools Should Think. New York, NY: Basic Books, 1991.
| This book provides practical, well-grounded advice for education reformers who strive for understanding instead of rote learning, and base educational strategies on current cognitive research. |
Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York, NY: BasicBooks, 1883, 2nd ed. 1993.
| For the author, 'intelligence' is "The ability to solve problems, or to create products, that are valued within one or more cultural settings - a definition that says nothing about either the sources of these abilities or the proper means of 'testing' them." This book introduces Gardner's concept of multiple intelligences. Supported by a wealth of evidence he posits the existence of a number of intelligences that ultimately yield a unique cognitive profile for each person. |
Gardner, Howard. Multiple Intelligences: The Theory in Practice. New York: Basic Books, 1993.
| "The Theory in Practice" brings together previously published and new original work by Gardner and his colleagues at Project Zero to provide a coherent picture of what we have learned about the educational applications of MI theory. |
Gardner, Howard, Kornhaber, Mindy L. and Warren Wake. Intelligence: Multiple Perspectives. Orlando, FL: Harcourt Brace College Publishers, 1996.
| In one volume, this work combines the theories advanced on intelligence during the past century, but especially during the last decades. Beginning with the pioneering work of Piaget, the authors continue with the latter's disciples, whether supportive or in disagreement, followed by a discussion of the brain as well as attempts to copy its functioning with intelligent machines.
Of special interest are recent theories of 'intelligence' by Gardner (seven intelligences and discussions on how he arrived at them); Mike Anderson, who wants to prove that intelligence evolves through changes in the organization of knowledge and skills, asserting that Gardner's multiple intelligences are 'sometimes a behavior, sometimes a cognitive process, and sometimes a structure in the brain'; Robert Sternberg, whose theory is a combination of three ('triarchic') subtheories: the componential, the experiential, and the contextual; and, based on Sternberg, Stephen Ceci's.
But, while the first has stressed the componential aspect ('what goes on inside a person's head when he thinks intelligently?') Ceci emphasizes the contextual aspect ('how does a person's interactions in the world affect his intelligence and how does his intelligence affect the world in which he lives?'). The final chapters of the book are devoted to how all this knowledge will affect schools and learning in the workplace. Each chapter has its own list of 'suggested readings' while the final list of references is comprehensive and inviting for further 'in-depth' studies. |
Goleman, Daniel. Emotional Intelligence. New York, NY: Bantam Books, 1995. (Annotated at Cognitive development)
Kline, Peter. The Everyday Genius: Restoring Children's Natural Joy of Learning - and Yours Too. Arlington, VA: Great Ocean Publishers, 1988.
| A handbook of practical ideas for the educator in school and at home to tap the reserves of any individual for full potential learning. |
Lazear, David G. Seven Ways of Knowing: Teaching for Multiple Intelligences. Palatine, IL:IRI/ Skylight Publishing, 2nd ed. 1991.
Lazear, David. Seven Ways of Teaching: The Artistry of Teaching with Multiple Intelligences. Palatine, IL: IRI/Skylight Publishing, 1991.
| Lazear specializes in staff development and translates educational research into practical classroom techniques and strategies. This book brings an understanding of multiple intelligences into daily classroom usage or individual learning pursuits. |
Lazear, David G. Multiple Intelligence Approaches to Assessment: Solving the Assessment Conundrum. Tucson, AZ: Zephyr Press, 1994.
| Based on Howard Gardner's concept of 'multiple intelligences' and its application to education, this book provides a working tool on how to teach for, with, and about multiple intelligences and to assess what amount of learning has really taken place, even though it was not demonstrated on required standardized tests. As governments stress the 'value' and 'objectivity' of these old-fashioned and outdated test methods and keeps on using them as the basis for distributing funds for schools, it is refreshing to see that someone like David Lazear speaks out for a sensible restructuring of the assessment process that will help students and teachers alike. |
Wenger, Win and Richard Poe. The Einstein Factor: A Proven New Method for Increasing Your Intelligence. Rocklin, CA: Prima Publishing, 1996.
| Wenger identifies tools needed to reach greater levels of sharpness, insight and overall intelligence, bypassing inhibitions and accessing hyper-normal capabilities in the learning process. |
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