01824cam a2200289Mi 4500003000800000005001700008007000300025008004100028020001500069020001800084035002400102035002100126040002200147041000800169050002400177082001100201100002900212245009300241260003500334300003000369505068400399520033101083650003501414650002301449650003601472650002601508BJBSDDR20241017164134.0ta981203s1991    nyu           000 0 eng d  a0465088953  a9780465088959  a(OCoLC)ocn260178397  a(OCoLC)260178397  aGEBAYbengcGEBAY  aeng14aLB 1062bG227u 199100a370.151 aGardner, Howard, d1943-14aThe unschooled mind :bhow children think and how schools should teach /cHoward Gardner  aNew York :bBasic Books,c1991  axii, 303 pages ; c24 cm.0 aIntroduction : 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  aMerging 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 0aEducationxAims and objectives 0aCognitive learning 4aEducación xFines y objetivos 4aAprendizaje cognitivo