The unschooled mind : how children think and how schools should teach - Gardner, Howard, 1943- (New York : Basic Books, 2011)
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.
Reprint. Originally published: 1991.
"Twentienth-anniversary edition with a new introduction by the author"--Cover.
Includes bibliographical references (p. 287-310) and index.
Keywords: Cognitive learning; Education -- Aims and objectives