Gardner, Howard,   1943- <br/><br/>
The unschooled mind :  how children think and how schools should teach / 
Howard Gardner. 
 - New York :  BasicBooks,  2011. 
 - xxx, 322 pages ;   24 cm 
<br/><br/> Reprint. Originally published: 1991<br/><br/>"Twentieth-anniversary edition with a new introduction by the author"--Cover 
<br/><br/>Includes bibliographical references and indexes. 
<br/><br/>Introduction: the central puzzles of learning<br/>I: The "natural" learner<br/>Conceptualizing the development of the mind<br/>Initial learnings: constraints and possibilities<br/>Knowing the world through symbols<br/>The worlds of the preschooler: the emergence of intuitive understandings<br/>II: Understanding educational institutions<br/>The values and traditions of education<br/>The institution called school<br/>The difficulties posed by school: misconceptions in the sciences<br/>More difficulties posed by school: stereotypes in the social sciences and the humanities<br/>III: Toward education for understanding<br/>The search for solutions: dead ends and promising means<br/>Education for understanding during the early years<br/>Education for understanding during the adolescent years<br/>Toward national and global understandings 
<br/><br/> "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) 
<br/><br/><label>ISBN: </label>9780465024384 0465024386 
<br/><br/><label>LCCN: </label>91070058  
<br/><br/><label>Subjects--Topical Terms: </label><br/>Cognitive learning.<br/>Aprendizaje cognitivo<br/>Education--Aims and objectives.<br/>Educación --Fines y objetivos
<br/><br/><label>LC Class. No.: </label>LB 1062  / G227u 2011 
<br/><br/><label>Dewey Class. No.: </label>370.15/2