03285pam a2200385 a 4500 601027 BJBSDDR 20241017163728.0 ta 910109s2011 nyu b 001 0 eng 91070058 9780465024384 0465024386 DLC DLC DLC eng eng LB 1062 G227u 2011 370.15/2 Gardner, Howard, 1943- 10309 The unschooled mind : how children think and how schools should teach / Howard Gardner. New York : BasicBooks, 2011. xxx, 322 pages ; 24 cm Reprint. Originally published: 1991 "Twentieth-anniversary edition with a new introduction by the author"--Cover Includes bibliographical references and indexes. 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 "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) Cognitive learning. Aprendizaje cognitivo 6453 Education Aims and objectives. Educación Fines y objetivos 792 Contributor biographical information http://www.loc.gov/catdir/enhancements/fy0831/91070058-b.html Publisher description http://www.loc.gov/catdir/enhancements/fy0831/91070058-d.html 7 cbc orignew 2 opcn 19 y-gencatlg lcc BK 68894 68894 0 0 lcc 0 0 HU BJB BJB HU 2018-10-25 0 LB 1062 G227u 2011 00000019661 2018-10-25 00:00:00 1 2018-10-25 BK