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

By: Material type: TextTextPublication details: New York : Basic Books, c2011.Description: xxx, 322 p. ; 24 cmISBN:
  • 0465024386 :
  • 9780465024384 (pbk.) :
Subject(s):
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.
Holdings
Item type Home library Collection Call number Materials specified Status Date due Barcode Item holds
Children's Book Children's Book Main Library Parent/Teacher Resource Collection-Children's 370.152 G227 Available 33111006741140
Total holds: 0

Enhanced descriptions from Syndetics:

Merging cognitive science with educational agenda, Gardner makes an eloquent case for restructuring our schools by showing just how ill-suited our minds and natural patterns of learning are to the prevailing modes of education. This reissue includes a new introduction by the author.

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

Reprint. Originally published: 1991.

Includes bibliographical references (p. 287-310) and index.

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.

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