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

By:

Gardner, Howard, 1943-

Material type: Text

TextLanguage: English Publication details: New York : Basic Books, 1991Description: xii, 303 pages ; 24 cmISBN:

0465088953
9780465088959

Subject(s):

DDC classification:

370.15

LOC classification:

LB 1062 G227u 1991

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

Summary: Merging cognitive science with the educational agenda, Gardner begins with a fascinating look at the young child’s mind and concludes with a sweeping program for educational reform. The book shows how both the ancient art of apprenticeship and the modern children’s museum both work because learning takes place in context

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Holdings
Item type	Current library	Home library	Collection	Shelving location	Call number	Copy number	Status	Date due	Barcode
Libro	Biblioteca Juan Bosch	Biblioteca Juan Bosch	Humanidades	Humanidades (4to. Piso)	LB 1062 G227u 1991 (Browse shelf(Opens below))	1	Available		00000063345

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

Merging cognitive science with the educational agenda, Gardner begins with a fascinating look at the young child’s mind and concludes with a sweeping program for educational reform. The book shows how both the ancient art of apprenticeship and the modern children’s museum both work because learning takes place in context

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