000			01853nam a2200313u 4500
001			705522857
003			OCoLC
005			20190501181116.0
007			ta
008			151009r20111991nyu b 001 0 eng d
010			_a91070058
020			_a9780465024384 (pbk.) : _c$17.99
020			_a0465024386 : _c$17.99
035			_b31352182
035			_a(OCoLC)705522857
040			_aYDXCP _cYDXCP _dOCO _dYBM _dBWX _dZQP _dWIM _dTXI _dTLE _dNOG
049			_aNOGA
100	1		_aGardner, Howard, _d1943-
245	1	4	_aThe unschooled mind : _bhow children think and how schools should teach / _cHoward Gardner.
260			_aNew York : _bBasic Books, _cc2011.
300			_axxx, 322 p. ; _c24 cm.
500			_aReprint. Originally published: 1991.
500			_a"Twentienth-anniversary edition with a new introduction by the author"--Cover.
504			_aIncludes bibliographical references (p. 287-310) and index.
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.
650		0	_aCognitive learning.
650		0	_aEducation _xAims and objectives.
961	w	l	_t9
999			_c6945 _d6945