000			01946cam a2200337Mi 4500
003			BJBSDDR
005			20241017164134.0
007			ta
008			981203s1991 nyu 000 0 eng d
020			_a0465088953
020			_a9780465088959
035			_a(OCoLC)ocn260178397
035			_a(OCoLC)260178397
040			_aGEBAY _beng _cGEBAY
041			_aeng
049			_aGRAL
050	1	4	_aLB 1062 _bG227u 1991
082	0	0	_a370.15
100	1		_aGardner, Howard, _d1943- _910309
245	1	4	_aThe unschooled mind : _bhow children think and how schools should teach / _cHoward Gardner
260			_aNew York : _bBasic Books, _c1991
300			_axii, 303 pages ; _c24 cm.
505	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
520			_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
650		0	_aEducation _xAims and objectives
650		0	_aCognitive learning
650		4	_aEducación _xFines y objetivos _9795
650		4	_aAprendizaje cognitivo _96491
942			_2lcc _cBK
946			_aCA
999			_c68893 _d68893