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The Unschooled Mind: How Children Think and How Schools Should Teachby Howard Gardner
Synopses & Reviews
The author of Frames of Mind and The Mind's New Science applies his innovative ideas on children's natural learning mechanisms to educational practice. "Gardner's educational vision is in the best progressive tradition . . . an invaluable book for teachers, school administrators, parents and policy makers".--New York Times Book Review.
"Merging cognitive science with educational agenda, Gardner shows how ill-suited our minds and natural patterns of learning are to current educational materials, practices, and institutions, and makes"
Merging cognitive science with educational agenda, Gardner shows how ill-suited our minds and natural patterns of learning are to current educational materials, practices, and institutions, and makes an eloquent case for restructuring our schools. This reissue includes a new introduction by the author.
The author of Frames of Mind and The Mind's New Science merges cognitive science with the educational agenda, beginning with a fascinating look at the young child's mind and concluding with a sweeping program for educational reform.
Includes bibliographical references (p. 265-291) and indexes.
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.
Table of Contents
Introduction : the central puzzles of learning — Conceptualizing the development of the mind — Initial learnings : constraints and possibilities — Knowing the world through symbols — The worlds of the preschooler : the emergence of intuitive understandings — The values and traditions of education — The institution called school — The difficulties posed by school : misconceptions in the sciences — More difficulties posed by school : stereotypes in the social sciences and the humanities — The search for solutions : dead ends and promising means — Education for understanding during the early years — Education for understanding during the adolescent years — Toward national and global understandings.
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