The unschooled mind : how children think and how schools should teach / Howard Gardner.
Material type:
TextPublisher: New York : Basic Books, c1991Edition: Tenth-Anniversary editionDescription: xvi, 303 pages ; 23 cmContent type: text Media type: unmediated Carrier type: volumeISBN: 9780465088966 [paperback]Subject(s): Cognitive learning | Education -- Aims and objectives| Item type | Current location | Call number | Status | Date due | Barcode |
|---|---|---|---|---|---|
Subject Reference
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College Library Subject Reference | 370.152 G36 1991 (Browse shelf) | Available | 3UCBL000015972 |
Includes bibliographical references and index.
Contents: I The "Natural" learner — II Understanding educational institutions — III Toward education for understanding.
"While my interest in schooling dates back many decades, I first became involved in educational research and practice in the
early 1980s. This involvement was stimulated by two unrelated events.
The first was the 1983 publication of my book Frames of Mind: The Theory of Multiple Intelligences. 1 As a psychologist, I saw that book as a contribution to my discipline, but, to my surprise, educators showed far more interest and enthusiasm than did psychologists. I would like to think that a scholar proceeds without undue attention to his readers' reactions; but at least in my case, educators convinced me that I had something to contribute to their field. The second event was the 1983 publication of the famous education report, "A Nation at Risk."? This report contended that American pre-collegiate education was in jeopardy and that strong measures were needed to improve its quality. Initially, I did not see myself as a person who was equipped to aid with American schooling. But as a parent and a citizen, I began to feel that I should try to contribute in whatever way I could." —Preface
Adult
Lauron, Rodello General Education General Education : Psychology
Text in English
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