Gardner, Howard,   1943- <br/><br/>
The unschooled mind :  how children think and how schools should teach / 
Howard Gardner 
 - New York :  Basic Books,  1991 
 - xii, 303 pages ;   24 cm. 
<br/><br/>Introduction : the central puzzles of learning<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/>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/>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/> 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 
<br/><br/><label>ISBN: </label>0465088953 9780465088959 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Education--Aims and objectives<br/>Cognitive learning<br/>Educación --Fines y objetivos<br/>Aprendizaje cognitivo
<br/><br/><label>LC Class. No.: </label>LB 1062  / G227u 1991 
<br/><br/><label>Dewey Class. No.: </label>370.15