Abel J. Morneault Memorial Library

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The unschooled mind : how children think and how schools should teach / Howard Gardner.

By: Gardner, Howard, 1943-Material type: TextTextPublisher: New York : Basic Books, c2011Description: xxx, 322 p. ; 24 cmISBN: 9780465024384 (pbk.) :; 0465024386 :Subject(s): Cognitive learning | Education -- Aims and objectives
Contents:
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.
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Item type Home library Call number Status Date due Barcode
Book A J M Library 868-5076
370.152 GARD (Browse shelf) Available 35521

Reprint. Originally published: 1991.

"Twentienth-anniversary edition with a new introduction by the author"--Cover.

Includes bibliographical references (p. 287-310) and index.

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.

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