The how children think and how schools should teach Gardner, Howard 1943- creator text nyu New York Basic Books 1991 monographic eng

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xii, 303 pages ; 24 cm. 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 Introduction : 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 Howard Gardner Education Aims and objectives Cognitive learning Educación Fines y objetivos Aprendizaje cognitivo LB 1062 G227u 1991 370.15 0465088953 9780465088959 GEBAY 981203 20241017164134.0 eng