000			03285pam a2200385 a 4500
001			601027
003			BJBSDDR
005			20241017163728.0
007			ta
008			910109s2011 nyu b 001 0 eng
010			_a 91070058
020			_a9780465024384
020			_a0465024386
040			_aDLC _cDLC _dDLC _beng
041			_aeng
050	1	4	_aLB 1062 _bG227u 2011
082	0	0	_a370.15/2
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 : _bBasicBooks, _c2011.
300			_axxx, 322 pages ; _c24 cm
500			_aReprint. Originally published: 1991 "Twentieth-anniversary edition with a new introduction by the author"--Cover
504			_aIncludes bibliographical references and indexes.
505	0		_aIntroduction: 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
520			_a"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)
650		0	_aCognitive learning.
650		4	_aAprendizaje cognitivo _96453
650		0	_aEducation _xAims and objectives.
650		4	_aEducación _xFines y objetivos _9792
856	4	2	_3Contributor biographical information _uhttp://www.loc.gov/catdir/enhancements/fy0831/91070058-b.html
856	4	2	_3Publisher description _uhttp://www.loc.gov/catdir/enhancements/fy0831/91070058-d.html
906			_a7 _bcbc _corignew _d2 _eopcn _f19 _gy-gencatlg
942			_2lcc _cBK
999			_c68894 _d68894