The Resource The unschooled mind : how children think and how schools should teach, Howard Gardner

The unschooled mind : how children think and how schools should teach, Howard Gardner

Label
The unschooled mind : how children think and how schools should teach
Title
The unschooled mind
Title remainder
how children think and how schools should teach
Statement of responsibility
Howard Gardner
Creator
Subject
Language
eng
Cataloging source
YDXCP
http://library.link/vocab/creatorDate
1943-
http://library.link/vocab/creatorName
Gardner, Howard
Index
index present
Literary form
non fiction
Nature of contents
bibliography
http://library.link/vocab/subjectName
  • Cognitive learning
  • Education
Label
The unschooled mind : how children think and how schools should teach, Howard Gardner
Instantiates
Publication
Note
  • Reprint. Originally published: 1991
  • "Twentienth-anniversary edition with a new introduction by the author"--Cover
Bibliography note
Includes bibliographical references (p. 287-310) and index
Contents
Introduction: the central puzzles of learning -- I: The "natural" learner -- 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 -- II: Understanding educational institutions -- 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 -- III: Toward education for understanding -- 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
Dimensions
24 cm.
Extent
xxx, 322 p.
Isbn
9780465024384
Isbn Type
(pbk.) :
Lccn
91070058
System control number
  • (OCoLC)705522857
  • (OCoLC)705522857
Label
The unschooled mind : how children think and how schools should teach, Howard Gardner
Publication
Note
  • Reprint. Originally published: 1991
  • "Twentienth-anniversary edition with a new introduction by the author"--Cover
Bibliography note
Includes bibliographical references (p. 287-310) and index
Contents
Introduction: the central puzzles of learning -- I: The "natural" learner -- 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 -- II: Understanding educational institutions -- 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 -- III: Toward education for understanding -- 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
Dimensions
24 cm.
Extent
xxx, 322 p.
Isbn
9780465024384
Isbn Type
(pbk.) :
Lccn
91070058
System control number
  • (OCoLC)705522857
  • (OCoLC)705522857

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