nderstanding or evaluating either the fragmented ways the patients he had observed dealt with the world or the patterns of learning he was discovering in the classrooms of Project Zero. He began to attempt to define intelligence, what Winn (1990) calls "the dark secret of American social science and education" (p. 16). Gardner's (1989) working definition, which he continues to refine and reword, is virtually identical to his definition of creativity: "the human capacity regularly to solve problems or to fashion products in a domain, in a way that is initially novel but ultimately acceptable in a culture" (p. 14).
As he continued to explore the puzzle of human intelligence, he became increasingly dissatisfied with standardized IQ testing, not as many of his professional colleagues were dissatisfied in their search for precise wording or exact methodology, but as a valid approach to the question in the first place. He (1986) wrote, "Intelligence tests are used because they work at their appointed task rather than because they reflect a clearly thought-throug
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