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 : BasicBooks, 2011.Description: xxx, 322 pages ; 24 cmISBN:

9780465024384
0465024386

Subject(s):

DDC classification:

370.15/2

LOC classification:

LB 1062 G227u 2011

Online resources:

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

Summary: "I like to invoke the image of figure and ground. In any scene, certain elements stand out as figures, as dominant foci, against a less prominent background, which (ideally) supports the central figure. At present, test scores and rankings have become figures, so dominant that they virtually occlude everything else. In my preferred portrait of education, a well-schooled mind becomes the central figure--a mind that truly understands disciplinary ways of thinking and one that also encourages respectful and ethical behavior. All the rest--including the instruments of accountability should be in the background, providing support for that central, powerful image. Why the current ideal of school focuses so much on a certain view of knowledge, transmitted in a certain way, and documented in a certain way, is a question for historians and policy makers: That it has taken this turn is a source of regret to those of us who harbor a different view of knowledge and education."--The introduction by the author (p. xxviii)

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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 2011 (Browse shelf(Opens below))	1	Available		00000019661

Reprint. Originally published: 1991

"Twentieth-anniversary edition with a new introduction by the author"--Cover

Includes bibliographical references and indexes.

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

"I like to invoke the image of figure and ground. In any scene, certain elements stand out as figures, as dominant foci, against a less prominent background, which (ideally) supports the central figure. At present, test scores and rankings have become figures, so dominant that they virtually occlude everything else. In my preferred portrait of education, a well-schooled mind becomes the central figure--a mind that truly understands disciplinary ways of thinking and one that also encourages respectful and ethical behavior. All the rest--including the instruments of accountability should be in the background, providing support for that central, powerful image. Why the current ideal of school focuses so much on a certain view of knowledge, transmitted in a certain way, and documented in a certain way, is a question for historians and policy makers: That it has taken this turn is a source of regret to those of us who harbor a different view of knowledge and education."--The introduction by the author (p. xxviii)

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